Course Description This course introduces the student to the principles of sociology. Students will study society, one's role in it, issues and problems, social change, and social movements. It includes a study of basic institutions including the family, with an emphasis on political and social organizations. Standard 1 Students will demonstrate through individual and group processes a variety of creative, critical, causal, interpretive and reflective thinking skills through observing, reading, writing, listening, speaking, and problem solving. Objective 1 Develop observation skills to foster sociological inquiry. Explain social interaction through the view of the participants, setting, and activity. SE/TE: Chapter Introduction Pages, 3, 37-38, 97, 127, 151-152, 202, 299, 333, 371, 461, 499, 525, 557, 589, 623, 651 Explain the function(s) of social interaction. SE/TE: 30-31, 98 Objective 2 Develop sociological reading skills. Define common terms used by sociologists. SE/TE: Definition Boxes, 10, 21, 38, 39, 48, 50, 52, 61, 70, 73, 74, 103, 104, 206, 268, 284, 285 Compare and contrast a variety of written materials, including both primary and secondary sources. Interpret and synthesize information contained in textbooks and other instructional materials. Objective 3 Develop sociological writing skills. Write an essay on a social issue, utilizing a thesis, supporting paragraphs, and a conclusion. Write and document a research project on a sociological topic using multiple resources and mediums. SE/TE: See Suggested Readings TR: Instructor s Manual TR: Instructor s Manual SE/TE: See Thinking Critically questions throughout chapter and in end-of-chapter material. TR: Instructor s Manual, Test Bank SE/TE: A Research Model, 128-130, 134 1
Objective 4 Develop listening skills in sociology. Identify the main and supporting ideas from a discussion or lecture. SE/TE: Summary and Review, end of chapter TR: Instructor s Manual Organize information into notes. SE/TE: Summary and Review, end of chapter Objective 5 Develop speaking skills in sociology. Prepare and present an oral report on a social issue. Participate in group discussion of a social issue. SE/TE: See Thinking Critically questions throughout chapter and in end-of-chapter material. Objective 6 Develop causal reasoning skills in sociology. Separate fact from opinion. SE/TE: Down-to-Earth Sociology, Sociological Findings Versus Common Sense, 9; Values in Social Research, 14; Social Construction of Reality, 119-120; Down-to-Earth Sociology, Exploring Myths about the Poor, 288 Recognize and describe bias. SE/TE: Values in Social Research, 14; Downto-Earth Sociology, 134; 140; The Death Penalty and Bias, 225, 227, Thinking Critically, 228-229 Explain causal relationships. SE/TE: Table 5.4 Cause, Effect, and Spurious Correlations, 139 Explain that events and actions may have both positive and negative consequences. Predict an outcome based on a given scenario. SE/TE: Cultural Diversity in the United States, 40; When a Tornado Strikes: Social Organization Following a Natural Disaster, 122-123, Life After the Lottery, 275; Disabling Environments, 581 SE/TE: Formulating a Hypothesis, 129-130; How Research and Theory Work Together, 146, 148 2
Objective 7 Develop critical analysis skills in sociology. Analyze the importance of collecting sociological data. Infer the motivations and biases of noted sociologists in their social and historical contexts. Collect and categorize data about a specific social phenomenon. Compare, contrast, and analyze differing perceptions. Objective 8 Develop creative thinking skills in sociology. Use brainstorming strategies to discuss problems and potential solutions. Develop solutions and predict outcomes to a current sociological problem based on data collected from a variety of sources. SE/TE: Common Sense and the Need for Sociological Research, 128; How Research and Theory Work Together, 146, 148 SE/TE: Addams and DuBois, 18-19; Conflict Theory, 29-30; Marx: Capitalism Broke Tradition, 179-180; Weber: Religion Broke Tradition, 180; Women in Studies of Social Mobility, 285; Opium of the People, 533-534 TR: Instructor s Manual, Test Bank SE/TE: Cultural Diversity in the United States, 40; Cultural Diversity around the World, 74; Symbolic Interaction, 110, 112-113; The Social Construction of Reality, 119-121; Thinking Critically, 302-303 SE/TE: See Thinking Critically questions throughout chapter and in end-of-chapter material. SE/TE: See Thinking Critically questions and For Your Consideration Questions, examples: 166, 173, 205, 217, 261, 368 3
Standard 2 Students will understand a comprehensive geographical view of the human and physical worlds and why and how they influence and relate to the environment, societies, and to global interconnectedness and interdependence. Objective 1 Describe sociology as a unique discipline within the social sciences. Distinguish sociology from other social sciences; i.e., anthropology, economics, geography, history, political science, psychology. Explain how social institutions and situations influence individual behaviors from a sociological perspective. Objective 2 Develop and practice methodological techniques, including the scientific method. Compare and distinguish between theoretical perspectives as they relate to the physical and social environment. SE/TE: The Social Sciences, 6-7; Competing Explanations of Deviance: Sociology, Sociobiology, and Psychology, 208-209 SE/TE: Social Institutions, 104-108; Consequences of Social Class, 280-284; Diversity in U.S. Families, 474-480; The Symbolic Interactionist Perspective: Fulfilling Teacher Expectations, 513-515 SE/TE: A Research Model, 128-130 SE/TE: Theoretical Perspectives in Sociology, 22-28; Table 1.1, 30; Comparing Functionalist and Conflict Perspectives, 106-107; The Symbolic Interactionist Perspective, 209-213, 530-533; The Functionalist Perspective, 213-219, 380-382, 527-530; The Conflict Perspective, 219-221, 380-382, 533-534; Why is Social Stratification Universal?, 245-248; Sociological Models of Social Class, 274-280; Issues of Sex and Gender, 300-305; Theories of Prejudice, 343-345; Who Rules the United States?, 446-447; Marriage and Family in Theoretical Perspective, 464-468; The Functionalist Perspective: Providing Social Benefits, 505-508; The Conflict Perspective: Perpetuating Social Inequality, 508-513; The Symbolic Interactionist Perspective: Fulfilling Teacher Expectations, 513-515 4
Identify and compare classical and contemporary theoretical approaches to sociology; e.g., Comte, Durkheim, Marx, Weber, Mills. Apply one or more sociological theories to a contemporary social problem using one of the five themes of geography. SE/TE: Origins of Sociology, 8-14; What Holds Society Together?, 107-108; The Rationalization of Society, 178-180; Can Deviance Really Be Functional for Society?, 213-214; What Determines Social Class?, 243-245; Why is Social Stratification Universal?, 245-248; The New Global Division of Labor, 410-411; Micropolitics and Macropolitics, 432; What is Religion?, 526; Opium of the People, 533-534; Religion and the Spirit of Capitalism, 535-536; Capitalism, Modernization, and Industrialization, 652-656; Changes in Ideology, 660-661 Standard 3 Students will demonstrate why and how ideas, attitudes, events, persons, movements, and documents have influenced humanity. Objective 1 Define culture and recognize the characteristics of culture. Recognize nonmaterial, material, and symbolic cultural traits. Describe how cultural components of language, time and space, norms and values form the basis of a unique culture. SE/TE: Components of Symbolic Culture, 44-50; Technology in the Global Village, 60-62; Symbolic Interaction, 110, 112-113; The Symbolic Interactionist Perspective, 530-533 SE/TE: Language, 45-48; Values, Norms, and Sanctions, 48-50; Folkways and Mores, 50; Values in U.S. Society, 52-53, 56-58; Isolated Children, 67; Social Institutions in Industrial and Postindustrial Societies, 105; What is Deviance?, 204-209 5
Recognize the roles of archeologists and ethnologists. Discuss the processes of cultural transmission. SE/TE: The Social Sciences, 6-8; Cultural Universals, 59 SE/TE: Technology in the Global Village, 60-62; Ogburn's Theory, 657-659 Objective 2 Compare a variety of different cultures. Demonstrate a knowledge of other cultures. SE/TE: Chapter Introduction, 235-236 Compare and contrast the concepts of ethnocentrism and cultural relativity. Define and identify subcultures; e.g., hippies, gangs, Mexican Americans, Mennonites. SE/TE: Culture and Taken-for-Granted Orientations to Life, 39-42 SE/TE: Subcultures, 51-52; Looking at Subcultures, 54-55; Cultural Diversity in the United States, 109; Chapter Introduction, 151-152; Embracing Labels: The Example of Outlaw Bikers, 212 Analyze fashion and fads. SE/TE: Mass Media in Social Life, 116-117; Fads in Corporate Culture, 195; Fads and Fashions, 634-635 Objective 3 Understand the factors which promote and inhibit cultural diffusion. 6
Explain how population growth and movement change a culture. Describe how war, technology, environment, and other factors effect cultural diffusion. Explain how the vested interests of a culture affect cultural change. SE/TE: Implications of Different Rates of Growth, 597-598 SE/TE: Technology in the Global Village, 60-62; Controlling Information and Using Technology, 249; Mass Media in Social Life, 553; Table 22.2, 657; Evaluation of Ogburn s Theory, 658-659 SE/TE: An Overview of U.S. Values, 52-53; Technology in the Global Village, 60-62 Standard 4 Students will demonstrate why people in different societies create and adopt systems of government and how each addresses human needs, rights, and citizen responsibilities. Objective 1 Determine what elements must be present for a society to exist. Compare and contrast American society with other societies. SE/TE: Values in U.S. Society, 52-53, 56-59; Cultural Diversity around the World, 199, 410; The Changing Face of Politics, 328-329; The Graying of the Globe, 372-376; Life Expectancy in Global Perspective, 375; Cultural Diversity around the World, 402; Women and Work, 419-421; Population in World's Largest Megacities, 607 7
Describe changes and differences in American society from 1700 to the present. SE/TE: Adolescence (ages 13-17), 91; Societies and Their Transformation, 152-158; Race and Ethnic Relations in the United States, 349-364; The Transformation of Economic Systems, 400-401; Cultural Diversity around the World, 402; The Transformation of the Medium of Exchange, 403-405; Work in U.S. Society, 418-424; Downto-Earth Sociology, 465, 488; Diversity in U.S. Families, 474-480; Trends in U.S. Families, 481-485; Industrialization and Universal Education, 500-502; Historical Patterns of Health, 565; U.S. Urban Patterns, 606-610; When Old Technology Was New: The Impact of the Automobile, 661-663 Objective 2 Describe the basic types of social organizations and social structures in the United States. Explain the differences among primary SE/TE: Groups Within Society, 159-165 groups, secondary groups, aggregates, and categories. Discuss the impact and relationship of reference groups on a group's dynamics. Distinguish between in-groups and outgroups. SE/TE: Reference Groups, 162-165 SE/TE: Many Cultural Worlds, 51-52; Looking at Subcultures, 54-55; Peer Groups, 86-87; In- Groups and Out-Groups, 161; Down-to-Earth Sociology, 488 8
Identify types of formal organizations. SE/TE: Formal Organizations and Bureaucracies, 181-188 Identify the primary characteristics of a bureaucracy. Compare and contrast groups on the basis of their respective activities; e.g., power/authority, norms, criteria for membership, communication. Objective 3 Identify and explain the major social institutions of society. State the purposes and social activities associated with family, education, government, and religion. Distinguish between various philosophies, forms, and practices associated with the family institution; e.g., nuclear, extended, matriarchal, patriarchal. SE/TE: Formal Organizations and Bureaucracies, 181-188 SE/TE: How Do Elites Maintain Stratification?, 248-249 SE/TE: Agents of Socialization, 81-87; Social Institutions in Industrial and Postindustrial Societies, 105; Comparing Functionalist and Conflict Perspectives, 106-107; Consequences of Social Class, 280-284; The Development of Modern Education, 500-502; Education in Global Perspective, 502-504; The Functionalist Perspective: Providing Social Benefits, 505-508; Down-to-Earth Sociology, 509; Functions of Religion, 527-529; Down-to-Earth Sociology, 548 SE/TE: The Origins of Patriarchy, 307-308; Common Cultural Themes, 463-464; Diversity in U.S. Families, 474-480 9
Compare and contrast various philosophies, forms, and practices associated with educational institutions; e.g., public, private, parochial, alternative. Evaluate various philosophies, forms, and practices associated with governmental institutions; e.g., authoritarian, totalitarian, monarchical, democratic. Distinguish between various philosophies, forms, and practices associated with economic institutions; e.g., preindustrial and contemporary market, centrally-planned and alternative. Distinguish between various philosophies, forms, and practices associated with religious institutions; e.g., Buddhist, Christian, Islamic, Jewish. SE/TE: Social Stratification in Great Britain, 249-250; Education, 249-250; Down-to-Earth Sociology, 502, 509, 510; Sociology and the New Technology, 516,517; Computers in Education, 665 SE/TE: Leadership Styles, 169-170; Types of Government, 436-439; The U.S. Political System, 439-446; Who Rules the United States?, 446-447 SE/TE: The Transformation of Economic Systems, 400; World Economic Systems, 405-409; The Functionalist Perspective on the Globalization of Capitalism, 409-412; The Conflict Perspective on the Globalization of Capitalism, 413,416-418; Work in U.S. Society, 418-424 SE/TE: The World s Major Religions, 536-541 10
Objective 4 Explain the process of socialization. Explain the nature v. nurture concept regarding socialization. Describe the effects of social isolation on humans and other primates. Identify the agents of socialization; e.g., family, schools, peer groups, mass media, social structures. Examine the influence of status and roles on the development of individuals. Describe the effect of social norms and values on human behavior. SE/TE: What is Human Nature?, 66-70; Issues of Sex and Gender, 300-305 SE/TE: What is Human Nature?, 66-70; Downto-Earth Sociology, 559 SE/TE: Socialization into Gender, 78-81; Agents of Socialization, 81-87; Mass Media in Social Life, 82; An Example: The Mass Media as an Emerging Social Institution, 104-105;Unintended Public Relations, 263; Education in Global Perspective, 502-504; The Functionalist Perspective: Providing Social Benefits, 505-508; Down-to-Earth Sociology, 509 SE/TE: Mead and Role Taking, 71-72; The Sociological Significance of Social Structure, 99-100 SE/TE: Cultural Diversity in the United States, 40; Social Institutions in Industrial and Postindustrial Societies, 105; Symbolic Interaction, 110, 112-113; What is Deviance?, 204-209 11
Discuss key theories of socialization; e.g., Sigmund Freud s model of personality, Jean Puget s cognitive development, George H. Mead s social self. Compare and contrast the modes of socialization in childhood, adolescence, adulthood, and old age. Cite personal observations related to the socialization process. Examine different applications of resocialization. SE/TE: Socialization into the Self and Mind, 70-73; Freud and the Development of Personality, 73-75 SE/TE: Socialization into the Self and Mind, 70-73; Learning Personality, Morality, and Emotions, 73-78; Socialization Through the Life Course, 88-93 SE/TE: Thinking Critically, 95 SE/TE: Resocialization, 87-88; Down-to-Earth Sociology, 89 Standard 5 Students will demonstrate why and how commonalities and differences of ideas, attitudes, choices, and technologies influence the interaction and behavior of individuals, groups, institutions, and cultures. Objective 1 Analyze the causes and effects of discrimination, prejudice and racism. Discuss the impact of racial and/or ethnic discrimination within the United States and other countries. SE/TE: The Death Penalty and Bias, 225,227; Race and Ethnic Relations in the United States, 349-364; Playing God, 582 12
Discuss explanations for the onset of discrimination; e.g., labeling, stereotyping, ethnocentrism, scapegoating. Describe how and why institutions and individuals apply the following: assimilation, accommodation, discrimination, and genocide. Objective 2 Analyze gender discrimination. Observe and relate examples of gender bias and discrimination within the United States and other countries. Explain the origins and consequences of gender discrimination within different cultural contexts. SE/TE: Stereotypes and the Hidden Corporate Culture, 191-192; The Trouble with Official Statistics, 229-230; Learning from Association, 340; Frustration and Scapegoats, 343; Genocide, 347 SE/TE: Global Patterns of Intergroup Relations, 345-348 SE/TE: Socialization into Gender, 78-81; Mass Media in Social Life, 82; The Death Penalty and Bias, 225, 227; Global Stratification and the Status of Females, 243; Gender Inequality in Global Perspective, 305-312; Gender Inequality in the United States, 312-320; Gender Inequality in the Workplace, 320-325; The Changing Face of Politics, 328-329; Down-to- Earth Sociology, 421, Cultural Diversity around the World, 601 SE/TE: Socialization into Gender, 78-81; Women in the Estate System, 242; Gender Inequality in Global Perspective, 305-312; Gender Inequality in the United States, 312-320; Gender Inequality in the Workplace, 320-325; The Changing Face of Politics, 328-329; Why the Least Industrialized Nations Have So Many Children, 596; Cultural Diversity around the World, 601 13
Discuss solutions to gender-based social problems. Objective 3 Analyze social inequality based upon class stratification. Compare examples of class stratification within the United States and other countries. Explain the origins and consequences of class stratification in the United States and other countries; e.g., the caste system in India, apartheid in South Africa, worldwide homelessness. Develop solutions to a class stratificationbased social problem; e.g., caste, poverty, sexual harassment. Objective 4 Analyze additional forms of social inequity. Observe and relate examples of social inequity; e.g., age, economics, disability. SE/TE: Solutions, 328; Glimpsing the Future with Hope, 329 SE/TE: Chapter Introduction, 235-236; Systems of Social Stratification, 237-243, How Do Elites Maintain Stratification?, 248-249; Comparative Social Stratification, 248-249; What is Social Class?, 268-274; Sociological Models of Social Class, 274-280; Consequences of Social Class, 280-284; Diversity in U.S. Families, 474-480; The Conflict Perspective: Perpetuating Social Inequality, 508-513; Social Class, 545; Effects of Global Stratification on Health Care, 560-562; Social Inequality, 566-567; Cultural Diversity around the World, 585-586 SE/TE: Agricultural Societies, 155; Industrial Societies, 155-156; Systems of Social Stratification, 237-243; Cultural Diversity around the World, 469; The Conflict Perspective: Perpetuating Social Inequality, 508-513; A Legitimation of Social Inequalities, 534 SE/TE: Race or Social Class? A Sociological Debate, 359; Recurring Problems, 388-392; Social Integration, 506-507; National Health Insurance, 573-574 14
Discuss how individuals have assisted minority groups to gain status and affect social change; e.g., Caesar Chavez, Martin Luther King, Eleanor Roosevelt, Sitting Bull. Identify and describe how individuals and groups rationalize social inequities. SE/TE: Jane Addams and W.E.B. Du Bois, 18-19; The Rise of Feminism, 312-313; Social Change, 529 SE/TE: Systems of Social Stratification, 237-243; Evaluating the Theories, 261; Genocide, 347 Standard 6 Students will demonstrate why societies organize available resources for the production, distribution, and consumption of goods and services. Objective 1 Investigate poverty, crime, conflict and other relevant social problems. Describe why and how a particular economic issue constitutes a social problem; e.g., poverty, wealth, health care. Examine social problems from different economic conditions: welfare, middle-class, affluent. SE/TE: Effects of Global Stratification on Health Care, 560-562; Social Inequality, 566-567; National Health Insurance, 573-574; Cultural Diversity in the U.S., 585-586 SE/TE: Consequences of Social Class, 280-284; Thinking Critically, 291-292; Welfare Reform, 293-294 15
Objective 2 Consider various sociological methods in resolving economic problems. Discuss solutions to past, present, and SE/TE: Effects of Values and Lifestyles, 583-584 future economic problems. Synthesize historical and contemporary sociological principles as they apply to the resolution of a socioeconomic problem; e.g. homelessness, school dropouts, unemployed. SE/TE: Poverty, 286-295; Gender Inequality in Education, 315-319 Standard 7 Students will demonstrate why and how lifelong learning, collaboration, and responsible citizenship are necessary to promote the personal and public good. Objective 1 Demonstrate the characteristics of lifelong learning in school activities. Use appropriate strategies to identify and SE/TE: Additional Resources, end of chapter meet needs and goals. Organize resources and time efficiently. SE/TE: Additional Resources, end of chapter Explore the three major theories of social change and discuss the strengths and weaknesses of each theory. Recognize the importance of social movements in fostering or inhibiting social change. Investigate career opportunities in sociology and social work. SE/TE: Theories and Processes of Social Change, 656-659 SE/TE: Social Movements, 636; On the Success and Failure of Social Movements, 646-647 SE/TE: Down-to-Earth Sociology, 22; Epilogue: Why Major in Sociology?, 676-677 16
Objective 2 Demonstrate collaboration in working with others to achieve specified results. Listen with respect to the ideas, beliefs, and views of others. Demonstrate an understanding of a group's needs or goals. Show respect and willingness to participate in problem-solving activities while serving in a variety of roles. Resolve conflicts positively. Use resources effectively. Distinguish between social movements and collective behavior. Understand the role of the media in influencing social change. SE/TE: Chapter Introduction Page, 623; Collective Behavior, 624; Forms of Collective Behavior, 627-636; Social Movements, 636; Types and Tactics of Social Movements, 637-642 SE/TE: Propaganda and the Mass Media, 639, 642; Down-to-Earth Sociology, 643; Social Movements and Propaganda, 640-641 Objective 3 Demonstrate an understanding of, and a reasoned commitment to, the rule of law. Respect individual rights and property. Demonstrate individual responsibility. Recognize how individual and social decisions affect self, family, and community. Recognize how fashion, fads, media, and advertising can affect social actions and decisions. SE/TE: Down-to-Earth Sociology, 643 17
Analyze historical and contemporary examples of social change and determine whether they were positive or negative. Identify individuals who have demonstrated respect and support for the rights, responsibilities, and dignity of people or social groups. SE/TE: Karl Mark, 11; Jane Addams, 18; W.E.B. Dubois, 18-19; Carol Gilligan, 75-76; Bill Gates, 277; Rosa Parks, Martin Luther King, 357; William Julius Wilson, 359; Margaret Kuhn, 387 18