http://www2.pfeiffer.edu/~lridener/courses/PRIMGRP.HTML
INTRODUCTION TO SOCIOLOGY
At Hesston College
For Assignment A.
After you access this web page, you will find a wide variety of sites for your assignment on Martin Luther King. This is for item 2. in the assignment.
Choose two items within the following: Published Documents; Popular Requests; or About King. That is two items between the three areas, not two for each area. For your assignment, summarize each of the two items you chose in at least 300 words.
Soc 203 - Introduction to Sociology
Spring 2005
- Online Readings
These readings are to be used in studying for Exam I. Use the study guide in preparation for that exam. You don't have to hand-in any of this work. I would suggest you don't wait until the night before the exam to study because there is always the chance that you won't have immediate acccess to the readings.
Jan 12 -
What is sociology?
A Definition of Sociology
A Definition of
Sociology
Study guide questions for reading
1. How does the author differentiate sociology from psychology?
List the different components in the definition of sociology.
2. What is meant by internal and external workings?
3. How might the different theories in sociology be best described?
4. In the wake of what two events does sociology arrive?
5. When did sociology “get going”?
6. In what sense has the development of sociology been ethnocentric?
Sociology vs common sense.
Common sense here refers to what most people in
believe to be true. Sociology suggests that often this common sense is wrong.
Take this online quiz regarding common sense.
Careers in sociology
Careers.html
Note in this site there are eighteen of these areas related to careers in sociology.
List and summarize any four of these areas.
Jan 14 The sociological perspective and sociological
theories
Sociological
theorists
Notice there are ten sociologists listed here. You are responsible for knowing
the first eight listed. In addition, know the names of their “doctrines”
or theories.
Summarize in at least 150 words the ideas for each sociologist
seen here.
The sociological
imagination
This is an old but important, classic reading in sociology. Respond to
these items.
1. In the second paragraph, what is meant by the "intricate connection"?
2. In the third paragraph, what history now effects all people? Give an example of this from the years 2004 and 2005 (this is your opinion and is not to be found in the reading.)
Scroll down the page a bit and you will come to section 1. In this section respond to the following items:
3. What does the sociological imagination allow its possessor to understand?
4. What is the first friut of this imagination? Note in this paragraph that involves this question the reference to ones individual biography is located in history. A question for you not found in the reading: how is your location in history influencing you in a different way that was true of your grandparents when they were young adults?
5. What does the sociological imagination
enables us to grasp? How does the history of 2005 effect who you, personally,
are? For example, how does information technology effect you?
6. Whatever the specific problems of the classic social analysts, what three
sorts of questions should be asked (know the first question in the groupings
of questions listed as 1, 2, and 3.
7. Under section 2, what perhaps is the most fruitful distinction with which
the sociological imagination works?
8. What examples does the author give in terms of this distinction?
Jan 17 -
Culture
Culture
explained
Know the definitions of all the terms in bold type.
Jan 19
Afro-Eurocentric
Know
the differences between the Afro-centric and Euro-centric world views.
This is an example of two very different cultures in terms of how they view
reality. The one is a traditional African perspective the other is a European
point of view. The latter is also widely held in the United States.
Jan 21
African-American
Culture through Oral Tradition
In at least 200 words, what do you find interesting about this website?
Jan 24 - Socialization
Key ideas in socialization
1. What is meant by socialization?
2. As seen in the second paragraph, what is the importance of culture in socialization?
3. It is said that "socialization is a long drawn-out process". Why is this
the case?
4. In the section on historical and cultural differences in child-rearing beliefs,
explain the ideas of
children are basically ‘little savages,
the ‘noble savage’,
‘blank slate’,
‘democratic’, and
socialization and religion.
5. What is new about parenting in the 21st century?
6. In the last paragraph, what is meant by the idea that children have the possibility
to to ‘re-invent culture’.
Socialization with a look at Mennonites
1. Briefly explain the ideas
of Charles Cooley, George Herbert Mead, and Erik Erikson about socialization.
2. How or why might socialization of Mennonite children be different compared
to other children?
3. Why might Mennonites have problems with resocialization?
Jan 26 - Socialization
Primary groups
Charles Horton Cooley, the
author of the material in this site, was a major scholar in the area of socialization.
While he was a very influential writer in sociology, note where you might disagree
with him.
1. What do you see as the idea in the first paragraph?
2. List two examples of primary groups referred to in this article.
3. In what sense are primary groups, primary?
4. What do you think of the author's statement, "It is true, no doubt, that
there are differences of race capacity, so great that a large part of mankind
are possibly incapable of any high kind of social organization."?
Jan 28 - Exam I - covers all online reading study guide questions, lectures
notes, videos seen in classs, and class discussion.
IGNORE EVERYTHING BELOW THIS POINT!
Part D. Social Institutions
The social institutions we will focus upon are
religion, economics, the family, and politics.
You will be given the directions for Exam IV in
class on Thursday, December 2. You will work on this exam outside
of class in groups of two to four students per group.
Your group will make a presentation to the class
of the material you prepared outside of class. This will be
Tuesday, December 14, 8:00-9:50 a.m. All the students in a group will
receive the same grade for this exam.
Based upon your choice and what you do
for the exam questions, the sites noted below for November 30 and December
7 may or may not be useful to you. So there are no study guide questions
presented with the sites. When you prepare your exam make sure to
"Regarding the Form of Your Written Work" as seen in the Introduction to
Sociology syllabus.
Nov 30 The family
Various topics
This contains a wide variety of themes related to the family. You
should find this interesting.
Marriage
proposals
There are a variety of ideas related to marriage proposals here.
http://www.grassrootspolicy.org/pdfs/Race%20and%20Government.pdf
Dec 7 The political institution
The
Power Elite
If you found this idea interesting when we discussed it in class, access
this site for more details.
Voting
patterns in the U.S.
This is a good site if you are interested in voting patterns.
Various
topics
There are a variety of topics here. Some of these sites you will
find helpful as soon as you access them. Other sites you will have to
search for a while.
Part C. Social Inequality
Oct 19 - Race and Ethnicity
This is from Tony Brown's website. Choose
two of the individuals listed under "Honoring the Ancestors" and summarize
their significance.
Summarize the following terms or phrases in at least 200 words
each:
The Ancestors
Cultural Influences
Songs of Resistance
Songs of Hope and Promise
Post Slavery
Modernism and the Loss of the Soul
A Return to Soul and Transcendence
Race and Racism in American Law
1. List the questions noted
in the first paragraph.
2. As of 1997, about what percentage of the U.S. population were
persons of color? Note the percentage of the four types of
persons listed here.
3. Scroll down about five paragraphs. Why according to the
authors is important to focus on the idea of "whiteness"?
4. Go down a few more paragraphs and list and briefly explain
the critical questions that are underlined and capitalized.
Not
Separate but Not Equal: Education in the United States
1. In the first two pages of this site, what
is the basic point about the education in the United States and world
conferences?
2. Explain what CAT, CERD, and ICCPR are
intended to do regarding education in the United States.
Go to part B. United States' "Deficiencies Under International Treaties".
Respond to the following items.
1. What are four areas that illustrate institutionalized
racism in United States education?
2. List and summarize the three areas in the education
system that have discriminatory effects in the United States.
Go to part C. How to Begin Eradication Racial Discrimination
1. What is the problem with attemptiing to eliminate
racial in the United States.
2. List and explain the five ways in which the United
States can begin to attain the international standards they have agreed
to
in various ways.
http://academic.udayton.edu/race/04needs/educate01.htm.
1. Define the term Drapetomania.
2. How has the subordination of persons of
color regularly been rationnalized in the United States? Give specific
examples.
3. Rather than DNA arguements, what cultural
arguments are used to explain negative views of Black people?
4. As seen in this website, what are two examples
used to explain that Blacks are just as concerned about education as
White people are?
5. Near the end of the article, there
is reference to "tracking" in education. What is "tracking"? How
is this related to Black students?
6. In the next to the last paragraph, what
is said about getting good grasdes is "acting white"?
Oct 26 - Age and Gender
Positively Aging
is an interdisciplinary curriculum intended for middle school and high
school programs with the goal of introducing gerontology concepts into
mainstream coursework. Gerontology is being introduced at this level
of education because of the growing number of older people in our society.
Your only responsibility for this site is know two ideas seen in
this material. You choose these two ideas.
Social Gerontology
and the Aging Revolution
1. What is said in the last sentence in the quote
as stated by Simone de Beauvoir at the beginning of this webpage?
2. If we were able to bring someone back from
Shakespeare's time what would be striking to them?
Don't worry about the websites from
the Census Bureau and the rate of population growth near the beginning
of this site.
3. As seen in the third paragraph, how profound
is the demographic revolution related to age?
4. Go down past the "Outline of Page" to "General
References". As seen in the first paragraph what factors shape the aging
individual's life? Don't worry
about all the websites listed at this point.
1. What does David Hackett Fischer, in Growing Old in America, describe
about old age at the close of the eighteenth century in
the United States?
2. At the close of the eighteenth century, what new connotations
were applied to old labels?
3. In the section on STEREOTYPES OF OLDER AMERICANS, it is
noted that the American public holds a fairly consistent
image of what it's like to be old and what the typical older person
is like. Why is this consistency is significant?
4. Since the mid-1980s, there is evidence that the "poor old
Dear" stereotype of older persons is being replaced by what term? 5. The
website suggests in one sub-heading, YOU ARE BUT THE ROLES YOU PLAY.
What is meant by this in terms of
being older?
6. In the section WHERE ARE OUR ELDERLY ROLE MODELS? a rough
typology of admired older individuals is listed.
List and briefly explain these categories.
7. What are rites of passage? What do they help people
to do? What occurs when people are between roles or in some
way outside of them?
8. As Mary Douglas wrote in Purity and Danger, "It seems that
if a person has no place in the social system and is therefore a
marginal being, all precaution against danger
must come from others" (1966:117). What does this condition calls for?
9. What is it that only the old can provide the young?
10.In THE DOUBLE- AND TRIPLE-JEOPARDY HYPOTHESIS: THE BEARING
OF GENDER AND RACE the
interaction of what three items are brought together?
Work
Time and Gender Inequalities
1. As seen in the first line of this article,
what does this entry address?
2. Is the writer of this article optimistic or pessemistic
about the wage inequality between males and females? Explain.
3. What is perhaps the most ominous evidence regarding
gender wage inequality?
4. What do a number of recent studies reveal
about career success and motherhood?
5. Desribe the crux of the author's arguement.
6. Compare the United States at the end
of the Second World War and today in terms of shortest and longest working
hours.
7. What does Joan Williams call for in
reconstructive feminism?
Part D. Social Institutions
The social institutions include religion, economics,
politics, the family, and education. We will be studying them over
the next month. The dates we study these in class may not correspond
with what is on the syllabus but that is not a problem.
Nov. 2 - Religion
| Sociology of Religion 1. In your opinion, why is religion found in all societies? 2. What are some of the questions that religion answers? 3. In his book on religion, what does Emile Durkheim say are the different components of religion? 4. Briefly explain how the following sociologists explain religion: Karl Marx, Max Weber, Peter Berger, and Robert Bellah. |
|
|
| Define
Basic Terms in Religion Know the definition of all the terms in this site. Know the membership numbers of the following - don't access this as a site because it is the same as the previous site! Last modified 6 September 2002. (Sizes shown are approximate estimates, and are here mainly for the purpose of ordering the groups, not providing a definitive number. This list is sociological/statistical in perspective.)
Choose one subject seen on this webpage. In at least 250 words, summarize this site. What did you learn from this material? Cults - you are not responsible for anything in this site. |
||
1. What was the significance of the agricultural revolution?
2 What were the five revolutionary changes mid-eighteenth
century England introduced to Western societies?
3. What is the postindustrial economy based upon?
4. List and briefly explain the three Sectors
of the Economy in the information revolution.
5. Name and describe the four main consequences of the global
economy.
6. State three features of capitalism.
7. How does socialism differ from capitalism?
8. What is Democratic Socialism and State
Capitalism?
9. What are the relative advantages of capitalism
and socialism?
10. How has the workplace changed in the postindustrial economy?
11. As seen in the section on "Technology and Work" what are
four ways in which computers are changing work?
12. Define the term corporations.
13. Define the term conglormerates.
14. Know the meaning of the terms seen in "Key Concepts
in Economics". Some of these terms have already been noted in
the above items.
IGNORE ANY MATERIAL BELOW THIS POINT!!
| Key ideas in socialization (http://www.open2.net/childofourtime/tv_pages/art_socialization_1.htm)
1. What is meant by socialization? 2. As seen in the second paragraph, what is the importance of culture in socialization? 3. It is said that "socialization is a long drawn-out process". Why is this the case? 4. In the section on historical and cultural differences in child-rearing beliefs, explain the ideas of children are basically ‘little savages, the ‘noble savage’, ‘blank slate’, ‘democratic’, and socialization and religion. 5. What is new about parenting in the 21st century? 6. In the last paragraph, what is meant by the idea that children have the possibility to to ‘re-invent culture’. |
|
| Socialization with a look at Mennonites (http://www.mhsc.ca/index.asp?content=http://www.mhsc.ca/encyclopedia/contents/S655ME.html)
1. Briefly explain the ideas of Charles Cooley, George Herbert Mead, and Erik Erikson about socialization. 2. How or why might socialization of Mennonite children be different compared to other children? 3. Why might Mennonites have problems with resocialization? |
|
| Primary groups (http://www2.pfeiffer.edu/~lridener/courses/PRIMGRP.HTML)
Charles Horton Cooley, the author of the material in this site, was a major scholar in the area of socialization. While he was a very influential writer in sociology, note where you might disagree with him. 1. What do you see as the idea in the first paragraph? 2. List two examples of primary groups referred to in this article. 3. In what sense are primary groups, primary? 4. What do you think of the author's statement, "It is true, no doubt, that there are differences of race capacity, so great that a large part of mankind are possibly incapable of any high kind of social organization."? |
Sept 23 Social structure |
||
| Social Structure
in Ancient Egypt (http://www.beyondbooks.com/wcu81/3b.asp)
Social structure has many different parts including roles, statuses, norms, laws, culture, groups, and social institutions. 1. List the different parts of the social structure in Egypt as seeen in the pyramid. 2. Describe these levels of the social structure as seen in the pyramid. 3. List two questions you have about Egyptian social structure. |
||
| Examples of social
structure (http://www.kun.nl/cps/keys/soc.html) 1. List the different aspects of social structure as seen in blue in this web page. 2. Access the different blue terms and give two examples of this element of social structure. For example, under age groups there are adolescents and adults. |
||
.
Sept 30 - Social groups
Social
Groups://www.usi.edu/libarts/socio/chapter/groups/test.html#Charachteristics
Know all the material bolded in blue. Don't worry
about the hyperlinks. Most of them are inactive. In any
case, you are not responsible for any of the hyperlinked sites.
Support
groupshttp://search.netscape.com/ns/browse?source=NCSPResults&id=376
This site lists a wide variety of support groups. Find
the site of any two such groups. You might have to access two
or three webpages until you come to a page with much detail about the
groups. Summarize the two groups you choose and state what you
find interesting about these groups.
Oct 7 - Deviance
Definition://www.ryoung001.homestead.com/Deviance_Def.html
Straintheory://www.hewett.norfolk.sch.uk/curric/soc/crime/mert_str.htm
Labelingtheory://www.criminology.fsu.edu/crimtheory/becker.htm
Conflictheory://www.ryoung001.homestead.com/Deviance_Conflict.html
Ku Klux Klan://www.k-k-k.com/
MartinLutherKing://www.k-k-k.com/king.htm
FatherDivne://www.cesnur.org/testi/bryn/br_miller.htm
Don't worry about any of the material below the blue
___________________________________________________________________________
Aug 24
http://dickinsg.intrasun.tcnj.edu/diaspora/views.html
Instructor: Dwight
E. Roth
Class Time:
T-Th - 10:00-11:15
Class Location:
K160
Office Phone:
8326
Office:
Kropf #107
Email:
dwightr@hesston.edu
Home phone:
327-4537
IGNORE ALL OF THE FOLLOWING MATERIAL!
HESSTON COLLEGE MISSION STATEMENT
Hesston College educates and nurtures each student within Christ-centered community, integrating thought, life, and faith for service to others in the church and the world.
OUTCOMES
Hesston College strives to help each student become:
Before you see the syllabus for this course I would like to present a number of quotes which speak to my philosophy of education.
"May the words of my mouth and the meditations of my heart be acceptable
to you my Lord and my Redeemer always."
the Psalms
"In the skin of our fingers we see the trail of the wind. It shows us where
the wind blew when our ancestors were created."
an old man in The Primal Man by Jamake Highwater
"Education consists more of difficult questions than it does of easy answers."
anonymous
"Truth is the shattered mirror, strewn in a million bits, while each believes
their little bit the whole to own."
anonymous
"For sociology at century's end, a key priority is to transcend the parochialism
of the past to focus on those processes that are so rapidly
transforming the world. From the diffusion of institutional forms
to international migration, from the revolution in communications
technologies to the challenges posed by earth's habit, the time
seems right to take a broad look at what has changed and what we
have learned about it."
from a description of the 1999 annual convention of the American
Sociological Association
"As education in the 21st century develops...."Textbooks will give way
to computers. Educators will become free agents sharing their
knowledge worldwide via the Internet. Education will be offered
globally to people in virtual classrooms with no clocks, no schedules,
and no age restrictions."
Joe Perkins in Modern Maturity May-June 1999:81
"....the institution of higher education is undergoing radical shifts.
College and universities of the (21st) century will look substantially
different from their current profiles...(And) these shifts reflect
not only changes in theories of learning but large changes in society
that have already begun to transform higher education and its teaching
tasks."
Bernice Pescosolido and Ronald Aminzade (eds.)
The Social Worlds of Higher Education in the 21st Century
"For we are the stars. For we sing. For we sing with our light."
from "Song of the Stars" Passamaquoddy in The Way of the Earth
The content seen in this syllabus include:
COURSE DESCRIPTION
Examination of the sociological perspective, culture, socialization, social
groups and social control, social diversity, social inequality,
and social institutions.
OBJECTIVES
METHODS
REQUIREMENTS AND EVALUATION -- GUIDE TO GRADES
Three written assignments: details listed below under item VI.
Two assignments are each worth 125 points; one assignment
is worth 200 possible points on the assignments; there are 500 possible
points for the assignments.
There are 1000 points possible in this course.
For computing your final grade:
If you are going to be off campus when an assignment is due or a test is to given, it is your responsibility to talk to me about this before you go off campus.900-1000 points = A
800-899 points = B
700-799 points = C
600-699 points = D
below 599 points =NC
A note on class participation. When your final number of points is right at the edge between two grades (for example, you have 890 points) I will determine your final grade by my evaluation of your class participation. Here, I will look for your being on time for class, your attentiveness, your questions and your responses to my questions. When I think that your class participation is positive (in the example of 890 points) you get an"A" for the final grade; if I think your participation is otherwise, you get a "B".
Attendance policy: More than four absences without an excuse from myself will result in a lowering of your final course grade by one letter per unexcused absence. Being late to class two times is equal to one class absence. Eight o’clock for some people is a problematic time to begin a class. If it is too much of a problem for you perhaps you should drop the course.
Please don’t bring food to eat to class. You may bring a beverage.
If you have questions about course material please see me before or after class. Or, see me in my office, call me there at 326, email me at dwightr or call me at home 327-4537.
REGARDING THE FORM OF YOUR WRITTEN WORK
ADDITIONAL COMMENTS
EDUCATIONAL OPPORTUNITY
Any student in this course who has a disability that may prevent them from fully demonstrating their abilities should contact me personally as soon as possible to discuss any accommodations necessary to ensure full participation and facilitate equal educational opportunity.
ACADEMIC INTEGRITY
Hesston College students are expected to adhere to the ideal of academic integrity in all academic work. Academic honesty, respect for the work of others, and respect for the learning environment are considered unbreakable standards in this college setting.
Lack of academic integrity includes, but is not limited to, plagiarism, misuse of library privileges, and inappropriate conduct within the learning environment.
Plagiarism is defined as presenting the work of someone else as one's own. Cheating is defined as giving or receiving unauthorized assistance with assignments or examinations. Misuse of library privileges includes damaging materials, taking material from the library without checking them out and keeping materials past the date for their return, or in other ways, disregarding the rights of other students in the library. Inappropriate conduct within the learning environment refers to behavior in the classroom or laboratory which is disrespectful of the opinion, creations, and safety of other students.
Students who fail to maintain the standard of academic integrity are subject to disciplinary action that include loss of credit in the course involved or dismissal from college. Each incident will be reported to the Academic Development Committee. The disciplinary action is determined by the instructor(s) involved and/or the Academic Development Committee. Students may appeal to the Student Policies committee for review of the decision.
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