SOSC 1010

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Introduction to Sociology
USU - Eastern
SOC 1010
Spring 2016
TR, 3:00-4:15 p.m.
HSL 129
Instructor: Don C. Larson, Ph.D.
BLT 105, San Juan Campus
[email protected]
Office Hours:
as posted or by appointment
Witt, Jon. 2014. SOC 2014. New York: The McGraw-Hill Companies,
ISBN: 978-0-07-744319-1
Course Objectives:
Sociology is the scientific study of human group living and the products of human
relations. What this means is that sociology is a social science, it uses the
scientific method to understand the patterns of how people live and what arises
when people are together and interact with each other.
People may ask why we need science to understand people. Don’t we live in society
among people and don’t we know what we live with? Also, don’t I have common
sense to help me unravel what is going on around me?
Good question. But every person’s common sense is not the same as everyone else’s
common sense; each of us may look at our social environment differently. What
science does is to give us a set of tools that work consistently, no matter who uses
them or when they are used. This consistency is reassuring when we have
questions to be answered. We want to have good answers, not just answers that
are somebody’s personal opinion. Science allows our knowledge of people to grow.
The language used in sociology is like a new language. Some of the words are words
we already use, but the meanings have a more precise scientific application. These
words are based on the application of theory and research to problems of
understanding society and how people interact with each other. So, the vocabulary
of sociology has developed a precise meaning. Even though the words may be
familiar, don’t take for granted that you know what they mean. We will learn those
meanings together.
Part of learning sociology will be seeing how the ideas apply in real life. Sociology
is an active and dynamic field. Sociologists put into practice the understanding
they gain from their research. This makes the theories and ideas relevant and
applicable in your life. Part of sociology is to help us understand how different
peoples live and how they may be like or unlike ourselves. By learning about
different peoples you can see how many ways life and be lived. This class is not to
make you change, but it is to help you make decisions about your own life, to be
able to understand how you live.
Learning Objectives:
Students will:
develop theoretical and comparative perspectives, the ability to discern
similarities and differences between social groups within a society or
between societies;
develop a comprehension of debates about the relational, cultural,
political, historical, and natural contexts that shape the human
develop an increasing awareness and understanding of different social
systems and power structures in societies;
develop an understanding of the impact of stratification systems on local,
societal, and global living; and,
develop alternate strategies for evaluating and dealing with social issues.
How to do well in this class.
In order to do well in this class, come to class prepared for class discussions. This
means having already read the chapters for the day. Participate in class
discussions and activities. Talk to your instructor if you have any questions or
problems with assignments or quizzes. And, follow the proper standards of
student behavior (attendance, participation, no cheating, no plagiarism, and in
general acting like an adult).
What can I expect from the instructor?
You can expect the instructor to come to class prepared for class activities and
discussions. You can expect the instructor to have regular office hours, be
available to answer questions and problems, and to provide timely feedback through
assignments, quizzes, and examinations. The instructor is interested in your
How to get a good grade in SOC 1010.
Grades are given on a basis of points accumulated from unit assignments, unit
quizzes, and examinations. Grades are not calculated on the curve. If you achieve
“A” work (90% or better) you will get an “A.” Likewise, if you achieve “D” work
(60% to 69%) you will get a “D.” I would like to give “A” grades.
Cell phone and electronic devices
Cell phone use in class is considered rude and inappropriate. Students who persist
in texting or using “aps” on cell phones or other electronic devices, other than for
note taking, will be asked to leave. Turn it off and put it away.
Academic honesty
Utah State University Eastern follows a policy of academic honesty. This means
that students are responsible for their own work, both in class and homework. If
you do a written assignment and use web or library references, you need to “cite”
and “reference” the sources. Students who violate this college policy are subject
to the policy consequences.
Make-ups are not automatically given. They are a privilege and not a right. A
make-up will only be considered in cases of extreme unforeseen events. In the
case of a serious problem, it is your responsibility to contact me before the
exam/quiz is given.
On-time assignment
As a general policy, I do not accept lat papers. All assignments are due at the
start of class on the assigned date, without exception. Plan ahead and get
started early on assignments and study early for quizzes.
Study groups
Research has shown that students do better in class when they work with other
students in study groups. Study groups allow students to expand their study
resources, build in self-testing, and reinforce study habits. You are encouraged to
form and participate in a study group for this class.
ADA Accommodation
Any student with a documented disability condition (e.g., physical, learning,
psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations
must contact the instructor and Disability Resource Services at the beginning of
the semester.
Points for grades come from examinations. Points also come from unit written
assignments. Point distribution is listed below:
Two Mid-terms and Final
Assignments (10 @ 20 points)
Total Points
Sociological Imagination (Chapter 1)
Methods of Science (Chapter 2)
Culture and Society (Chapter 3)
Social Structure (Chapter 5)
Mid-term Examination (Units 1, 2, 3, 4)
Socialization and Deviance (Chapters 4, 6)
Inequality (Chapters 10-11)
Race, Gender, and Age (chapters 12-13)
Mid-term Examination (Units 5, 6, 7)
Social Institutions (Chapters 7-9)
P O E T (Chapter 14)
Changing Society (Chapter 15)
Final Examination (Units 8, 9, 10)
Tuesday, May 3, 1:30-3:20 p.m.
Holidays and Important Dates
January 11
classes begin
January 18
Martin Luther King, Jr. Holiday
February 15
Presidents Day Holiday
February 16
Monday class schedule
March 7-11
Spring Break
April 29
classes end
April 29
Blanding Campus Commencement
May 2-6
Finals Week
Unit Terms for review
Chapters 1
sociology, sociological imagination, private troubles, public issues, science, natural
science, social science, theory, anomie, macro, micro, functionalist, interaction,
personal sociology, applied sociology, clinical sociology, globalization
Chapter 2
concept, scientific method, operational definition (operationalization), hypothesis,
variable, causal logic, independent variable, dependent variable, correlation, sample,
random sample, validity, reliability, control variable, research design, methods,
survey, questionnaire, experiment, secondary analysis, participant observation
Chapter 3
Culture, society, cultural universal, sociobiology, innovation, discovery, diffusion,
material culture, nonmaterial culture, technology, culture lag, language, SapirWhorf hypothesis, nonverbal communication,
Chapter 5
Value, norm, folkway, morê, law, formal norm, informal norm, sanction, dominant
ideology, subculture, argot, counterculture, culture shock, ethnocentrism, cultural
relativism, social structure, status, ascribed status, achieved status, master
status, social role, role conflict, role strain, role exit, group, primary group,
secondary group, in-group, out-group, reference group, coalition, social network,
avatar, social institution, bureaucracy, ideal type, alienation, trained incapacity,
goal displacement, Iron Law of Oligarchy, gemeinschaft, gesellschaft, mechanic
solidarity, organic solidarity, hunting/gathering, horticulture, agrarian, industrial,
post-industrial, post-modern
Chapters 4, 6
Socialization, self, Looking-glass Self, I, me, significant other, symbol, role-taking,
generalized other, dramaturgy, impression management, facework, cognitive theory
of development, gender role, rite of passage, life course, anticipatory socialization,
resocialization, total institution, degredation ceremony, midlife crisis, sandwich
generation, gerontology, disengagement theory, activity theory, ageism, hospice
care, social control, conformity, obedience, informal social control, formal social
control, control theory, deviance, stigma, crime, index crimes, victimization survey,
white-collar crime, victimless crime, organized crime, transnational crime, anomie,
cultural transmission, differential association, social disorganization, labeling
theory, societal-reaction approach, differential justice
Chapters 10, 11
stratification, achieved status, slavery, caste, estate system, class system, social
mobility, open system, closed system, horizontal mobility, vertical mobility,
intergenerational mobility, bourgeoisie, proletariat, class consciousness, false
consciousness, class, status group, party, cultural capital, prestige, esteem, SES,
income wealth, absolute poverty, relative poverty, underclass, life chances, digital
divide, modernization, colonialism, neocolonialism, world systems analysis,
dependency theory, multinational corporation, Big Mac Index, GNP, GDP,
remittance, human rights
Chapters 12, 13
sex, gender, multiple masculinities, feminism, sexuality, sexual orientation,
heterosexual, homosexual, bisexual, transgender, heteronormativity, instrumental
leader, expressive leader, sexism, institutional discrimination, glass ceiling, second
shift, minority group, racial group, ethnic group, racial formation, stereotype,
prejudice, discrimination, hate crime, color-blind racism, racial profiling,
affirmative action, exploitation theory, contact hypothesis, genocide, expulsion,
amalgamation, assimilation, segregation, apartheid, pluralism, Black Power, model or
ideal minority, anti-Semitism, symbolic ethnicity
Chapters 7-9
kinship, bilateral descent, patrilineal descent, matrilineal descent, extended family,
nuclear family, monogamy, serial monogamy, polygamy, polygyny, polyandry,
patriarchy, matriarchy, egalitarian family, endogamy, exogamy, incest taboo,
homogamy, machismo, familism, adoption, single-parent family, cohabitation,
domestic partnership, education, hidden curriculum, teacher-expectancy effect,
tracking, correspondence principle, credentialism, religion, sacred, profane,
religious belief, fundamentalism, religious ritual, religious experience, ecclesia,
denomination, sect, established sect, cult, new religious movement, secularization,
Protestant ethic, liberation theology, power, force, influence, authority, traditional
authority, rational-legal authority, charismatic authority, economic system,
capitalism, laissez-faire, monopoly, socialism, mixed economy, informal economy,
deindustrialization, downsizing, offshoring, politics, political system, monarchy,
oligarchy, dictatorship, totalitarianism, democracy, representative democracy, elite
model, power elite, pluralistic model, war, terrorism, peace, health, culture-bound
syndrome, sick role, brain drain,
Chapter 14
Infant mortality rate, social epidemiology, incidence, prevalence, morbidity rate,
mortality rate, curranderismo, holistic medicine, human ecology, environmental
justice, age-sex composition, census, demography, fecundity, Malthusian theory,
fertility, mortality, morbidity, migration, vital statistics, community, concentric
zone theory, multiple-nuclei theory, sector model, geminschaft, gesellschaft, urban
ecology, urbanization
Chapter 15
social change, evolutionary theory, equilibrium model, vested interests, Luddites,
social movement, relative deprivation, resource mobilization, new social movement,
public sociology collective behavior, mob, crowd, emergent norm, fad, fashion,
propaganda, public, social contagion, structural strain, core nations, dependency
theory, invention, modernization, peripheral nations, world systems theory,
Unit Assignments
Unit Assignments are short answer (1/2 to 1 full page) thought questions. These
are meant to make the course material more applicable and meaningful to your life.
Record your unit assignments in a single file, to be turned in at the end of the
semester – at midnight of the final day of classwork.
Explain why structural functional theories are often portrayed as conservative and
conflict theories as radical. (Chapter 1)
The variable is “age”. Write three operational definitions of age. (Chapter 2)
To what extent do people have the right (or obligation) to impose their values on
others (parents on children, a religious group on those of other religions, a culture
on a subculture, etc.)? Illustrate with specific examples. (Chapters 3)
Sociologists Daniel Bell and Michael Harrington have differing views on
postindustrial society. Which perspectives do you think their views reflect?
(Chapter 5)
What are some of the markers of “youthhood?” When does it end? To what
extent do you feel like an adult? What characteristics of our society contribute
to ambiguity in our passage into adulthood? Remember, youthhood is not the same
as youth – check your textbook. (Chapters 4, 6)
Pretend that you are in a position to shape public policy that is designed to help
reduce income inequality in your community. Use the theories, facts, and concepts
discussed in this unit. (Chapters 10, 11)
Do you think that women will progress through the “glass ceiling”? What factors
explain why they may or may not? If women make it through the “glass ceiling”,
which of the consequences of inequality would disappear? (Chapters 12. 13)
Select your own religion or one with which you are well familiar. Can you identify
for this religion:
a. Things that are considered sacred;
b. Selected characteristics of the membership or adherents;
c. Selected rituals or ceremonies in which adherents participate;
d. Key beliefs of the religion; and
e. The form of social organization that exists?
(Chapters 7 - 9)
If the United States were a very young population, such as Mexico, what social
problems would probably be more prevalent than they are today? What social
problems would be less prevalent? (Chapter 14)
a. Select an example of collective behavior that took place in your state or
community. Can you identify preconditions that encouraged it?
b. Assess how social control measures (overt repressive measures, the police,
hidden repression, or amelioration) could be or have been effective in
controlling the example you used in the first question.
c. Can you cite an example during your lifetime in which collective behavior has
produced positive social change?
(Chapter 15)

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