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Course number: SOCI 1301
Course title: Introduction to Sociology
Semester hours: 3
Briefly explain how this course meets each of the following requirements for inclusion in the core.
Foundational Component Area
1. The course “focuses on the application of empirical and scientific methods that contribute to the
understanding of what makes us human.”
The course describes that sociology, by definition, is the scientific and systematic study of social
interactions, cultures, social institutions, social problems, and social change.
The course describes how sociologists use the scientific method when studying social phenomena.
The course identifies early theorists in sociology and compares/contrasts their associated theoretical
paradigms.
The course explains sociological research methods, including survey research, observation, content
analysis, and experimentation.
The course explains the following concepts: theory, cause vs. correlation, independent variable,
dependent variable, reliability, validity, objectivity, subjectivity, bias, and sampling.
The course expects students to demonstrate, through tests, an essay, or research project, an
understanding of scientific inquiry and information gathering in order to predict or explain social
behavior.
2. The course “involves the exploration of behavior and interactions among individuals, groups,
institutions, and events, examining their impact on the individual, society, and culture.”
The course discusses seminal scientific experiments and studies which have led to knowledge regarding
human behavior at the individual, group, and societal levels.
The course discusses the levels and types of culture: subculture, counterculture, regional culture,
national culture, and cultural changes evident or expected in a globalizing, interconnected world.
Each chapter discusses micro and macro-level social patterns related to human behavior, culture,
institutions, and social change.
The course examines the organizational structure and behavior in organization.
The function of and changes in key social institutions (family, economy, political system, religion,
education, health care) are discussed throughout the semester.
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Core Objectives
A. Critical Thinking – Aspect 2: “Students will demonstrate effective inquiry strategies.”
The course teaches and tests students on the “sociological imagination.” Students are encouraged to use
the sociological imagination to develop a more comprehensive understanding of social patterns and
elements of sociocultural change throughout time and place.
Creative inquiry is encouraged as students are challenged to differentiate between false correlations and
learn to offer innovative and workable solutions to social problems. Students will develop effective
inquiry strategies by learning to select appropriate children’s books, i.e., with content regarding social
problems, to review and explicate research related to the identified social problem (see Appendix A).
Additionally, students will develop inquiry strategies by writing an article analysis (see Appendices B &
F), participating in various class activities, e.g., a food stamp activity, a social class activity, or a
race/ethnicity activity (see Appendices C, D, H, & I), writing a critical thinking paper (see Appendix J),
writing weekly chapter discussion forums (see Appendix K), writing a case study of a community
organization (see Appendix E), or by participating in a topical student debate (see Appendix G).
B. Critical Thinking – Aspect 3: “Students will analyze information effectively.”
In addition to the above (Critical Thinking Aspect #2), students are encouraged to analyze and gain an
understanding of historical, sociocultural, economic, political, and geographic dimensions simultaneously
involved in social phenomena throughout time and location.
Students will successfully develop information analysis skills by analyzing the theories, content, and
conclusions of a recent peer-reviewed article related to the field of sociology (see Appendices B & F).
Additionally, students will develop these abilities by analyzing the sociological content of children’s
books (see Appendices A), participating in various class activities requiring analytical processing, e.g., a
food stamp activity, a social class activity, or a race/ethnicity activity (see Appendices C, D, H, & I),
writing a critical thinking paper (see Appendix J), writing weekly chapter discussion forums (see
Appendix K), writing a case study of a community organization (see Appendix E), or by participating in a
topical student debate (see Appendix G).
C. Critical Thinking – Aspect 4: “Students will evaluate information effectively.”
In addition to the above (Critical Thinking Aspects #2 & #3), students are encouraged to evaluate the
quality and conclusions of the research to which they are exposed, which can simultaneously influence
human history, societies, economics, politics, and behavior. Students also learn the strengths, weaknesses,
and importance of evaluating the effectiveness of sociological theories from diverse perspectives.
Students evaluative development is assessed through participation in an activity requiring evaluation of
social norms based on observation of a social environment (see Appendix D), as well as similar class
activities, e.g., a food stamp activity, a social class activity, and/or a race/ethnicity activity (see
Appendices C, H, & I). Students will also develop these abilities by analyzing & evaluating the
sociological content of children’s books (see Appendices A), writing a critical thinking paper (see
Appendix J), writing weekly chapter discussion forums (see Appendix K), writing a case study of a
community organization (see Appendix E), by participating in a topical student debate (see Appendix G),
or by writing an article review requiring the evaluation of the results and conclusions of a sociological
study (see Appendices B & F).
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D. Communication – Aspect 1: “Students will demonstrate effective development, interpretation, and
expression of ideas through written communication.”
The course includes tests, application exercises, discussions, and written components in the form of essay
questions, research papers, article reviews, or meditative writing exercises over course topics.
Students will develop effective written communication skills through a variety of written assignments
designed to help students improve their abilities for expressing sociological ideas in written form (see
Appendices A, B, E, F, J, & K). Students will apply written communication skills through the writing of a
topical student debate (see Appendix G), or written assignments related to class activities about social
norm observations from a social environment, a food stamp activity, and/or a social class activity (see
Appendices C, D, & H).
E. Empirical and Quantitative Skills – Aspect 1: “Students will demonstrate effective manipulation of
numerical data or observable facts.”
Since a core element of sociology classes is the examination of social patterns throughout time and
space/place, numerical data and statistics are discussed in each chapter. The course explains the process
of creating experiments and gathering data in order to reach informed scientific conclusions. Differences
between descriptive statistics and inferential statistics are discussed.
Students will develop the ability to manipulate numerical data or observable facts through participation in
an activity requiring evaluation of social norms based on observation of a social environment (see
Appendix D), as well as similar class activities, e.g., a food stamp activity, a social class activity, and/or a
race/ethnicity activity (see Appendices C, H, & I). Students will also develop the ability to manipulate
numerical data and/or observation results by analyzing & evaluating the sociological content of children’s
books (see Appendices A), writing a critical thinking paper (see Appendix J), writing weekly chapter
discussion forums (see Appendix K), writing a case study of a community organization (see Appendix E),
by participating in a topical student debate (see Appendix G), or by writing an article review requiring the
evaluation of the results and conclusions of a sociological study (see Appendices B & F).
F. Empirical and Quantitative Skills – Aspect 2: “Students will demonstrate effective analysis of
numerical data or observable facts.”
In conjunction with Empirical and Quantitative Skills Aspect #1 above, students will learn to analyze
variations within statistical procedures and results. Misleading impressions and statistics will also be
discussed, as well as the process of analyzing observed or numerical data using basic statistical
procedures.
Students are expected to learn to analyze numerical data and observable facts, and may do so by
analyzing the statistical results of recent peer-reviewed articles related to the field of sociology (see
Appendices B & F). Students will also develop these analytical skills by analyzing the sociological
content of children’s books (see Appendices A), participating in various class activities requiring
quantitative analytical processing, e.g., a food stamp activity, a social class activity, or a race/ethnicity
activity (see Appendices C, D, H, & I), writing a critical thinking paper (see Appendix J), writing weekly
chapter discussion forums (see Appendix K), writing a case study of a community organization (see
Appendix E), or by participating in a topical student debate (see Appendix G).
G. Empirical and Quantitative Skills – Aspect 3: “Students will demonstrate effective use of numerical
data or observable facts to reach informed conclusions.”
In conjunction with Empirical and Quantitative Skills Aspects #1 & #2 above, students are also
encouraged to question and critique the reliability and validity of numerical and observed data from
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various sources. Challenges are discussed related to the overall complexity and diversity of research
related to human societies, and the ethics of collecting data and conducting research will also be discussed.
Throughout the semester, students will be exposed to a variety of sociological studies with a variety of
results, each making many different claims from their results. The students ability to use and draw
conclusions from data will develop throughout the semester, and may be evaluated by students’
evaluation of the statistical results of recent peer-reviewed articles related to the field of sociology (see
Appendices B & F). Students may also develop these evaluative skills in conjunction with analytical
skills mentioned above by analyzing the sociological content of children’s books (see Appendices A),
participating in various class activities requiring quantitative analytical processing, e.g., a food stamp
activity, a social class activity, or a race/ethnicity activity (see Appendices C, D, H, & I), writing a critical
thinking paper (see Appendix J), writing weekly chapter discussion forums (see Appendix K), writing a
case study of a community organization (see Appendix E), or by participating in a topical student debate
(see Appendix G).
H. Social Responsibility – Aspect 1: “Students will demonstrate intercultural competence.”
The course teaches, and students must demonstrate, an understanding of ethical issues related to
multiculturalism, ethnocentrism, and cultural relativism as key concepts in sociology. The course teaches
students to follow ever-changing social patterns in the U.S. and abroad, such as issues regarding same-sex
marriage, gender inequality, and global stratification, as well as the importance of taking these and other
demographic variables into account when conducting and interpreting sociological research.
Students will study a multiplicity of sociological research and theories which will aid in the further
development of intercultural competence. Students intercultural competence may be assessed through
participation in an activity requiring a review of the history of a specific racial or ethnic group followed
by a short in-class presentation of this review and stereotypes related to the racial/ethnic group (see
Appendix I). Intercultural competence may also be assessed through similar class activities, e.g., a food
stamp activity, a social class activity, and/or an activity concerning social norms based on observation of
a social environment (see Appendices C, D, & H). Students will also develop these abilities by analyzing
& evaluating the cultural, and broader sociological, content of children’s books (see Appendices A),
writing a critical thinking paper (see Appendix J), writing weekly chapter discussion forums (see
Appendix K), writing a case study of a community organization (see Appendix E), by participating in a
topical student debate (see Appendix G), or by writing an article review requiring the evaluation of the
cultural, and broader sociological, content of a sociological study (see Appendices B & F).
I. Social Responsibility – Aspect 3: “Students will demonstrate the ability to engage effectively in
regional, national and global communities.”
In addition to Social Responsibility Aspect #1 above, students will be exposed to and analyze sociological
research on peoples from around the world, as well as be introduced to and investigate a wide variety of
variables from different societies and cultures. Students are tested on their understanding of the different
levels of culture (subculture, local, regional, national, global). The course teaches that social problems in
the U.S. are often more pronounced in other nations, and vice versa depending on the nature of the social
problem. The course teaches students, and tests them on, ethical challenges and scenarios in the U.S. and
abroad.
Students will demonstrate over the course of the semester the ability to engage effectively in regional,
national, or global communities. Students will accomplish this by encountering several topics throughout
the history of sociology which expose them to a variety of perspectives on sex/gender, race/ethnicity,
culture, generational age, etc. The ability to engage with various communities may be demonstrated by
students’ ability to participate in an activity requiring evaluation of social norms based on observation of
various social environments (see Appendix D), as well as similar class activities, e.g., a food stamp
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activity, a social class activity, and/or a race/ethnicity activity, each of which is aimed at the consideration
of various perspectives on the world differing from the student’s own perspective (see Appendices C, H,
& I). Students may also develop these abilities by analyzing & evaluating the cultural and sociological
content of children’s books concerning a variety of regional, national, and global communities (see
Appendices A), writing a critical thinking paper (see Appendix J), writing weekly chapter discussion
forums (see Appendix K), writing a case study of a regional, community organization (see Appendix E),
by participating in a topical student debate (see Appendix G), or by writing an article review requiring the
evaluation of the cultural, and broader sociological, content of a sociological study concerning a variety
of regional, national, and global communities (see Appendices B & F).
Appendix A.
Worksheet: Socialization and Children’s Books
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Name: ________________________
Instructions: In addition to aiding in literacy development, children’s books are important
mechanisms for socialization which teach many social, cultural, moral, and even political values.
Pick THREE children’s books which address a socially-relevant topic and answer the following
questions.
1. Locate and read THREE children’s books which you feel effectively address socially-relevant,
“real-world” topics or problems. The books must be directed towards children between 3-10
years of age. List the three titles or provide an image as I have done below.
(One of my favorite examples is Todd Parr’s It’s Okay to be Different. You must choose a
different book, of course.)
2. Briefly summarize each book. What topic does each address? How does it address the topic?
What makes each book “effective” in its mission to explain the topic to young children? This
section should be 6-10 sentences total (~3 sentences per book).
3. Pick one of your children’s books and include national-level sociological statistics on the
topic. For example, if the book explains incarceration to children like the book below, find
related statistics which show the scale of the issue in the U.S. (Note: You cannot use my example
below.)
4. If you were to write a children’s book on a socially-relevant topic today, what would be your
topic and why?
Appendix B.
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INTRO TO SOCIO: ARTICLE ANALYSIS
This writing assignment requires that you review one sociological article, relate that article to previously
discussed course materials and concepts, and compare/contrast the material with aspects of your own life.
Send me a sociological topic you are interested in learning more about, and I will provide an article. You
are welcome to locate an article for yourself, but I will need to see the article in advance and give
approval.
You will write a 2-page paper (double-spaced) following the outline below. Your writing assignment
must begin at the top of page one. You must use 12-point Times New Roman font and standard one inch
margins. Your name should be placed at the top of each page as a header. You must address the
following:
1. Introduction/Thesis Paragraph (1 paragraph)
Present a few sentences that give a quick indication of the article’s contents. What is the author
trying to illustrate? What is the main point or hypothesis?
2. Body/Supporting Paragraphs (2 paragraphs)
Summarize significant points of the article. Explain the purpose of the work, key details, data and
statistics provided, and conclusions the author draws.
3. Synthesis with Class Materials (1-2 paragraphs)
In this section, you must relate the article to things we’ve discussed in class this semester.
Compare and contrast additional article points with other articles, videos, and concepts we've
covered. As part of this analysis, reference specific points within other chapters, articles you've
read, or lecture points. Throughout the paper, you must integrate multiple key terms we’ve
discussed this semester—such as syncretism, socialization, stratification, primary groups, social
institution, etc.
4. Personal Evaluation (2 paragraphs)
Try to compare or contrast what is presented in the article with your own life. In at least two
paragraphs, discuss the direct/indirect significance or implications of the article to you as an
individual. Is there a part of the article which resonates with you as a person?
Grading expectations:
An “A” assignment will go beyond the basic requirements to show an advanced understanding of the
material. The paper will be ordered, detailed, creative, and uniquely thought-provoking. It will adhere to
all directions, integrate ten or more key concepts from class, be two pages in length, and be devoid of
errors. A “B” will meet the minimum requirements but will present a less creative, interconnected,
detailed analysis. It will be almost 2 pages and have no more than four spelling and grammar errors. A
“C” paper will meet the bare minimum requirements but lack significant free-thinking and show several
spelling or grammar errors.
NO LATE PAPERS WILL BE ACCEPTED & SCHOLASTIC DISHONESTY WILL NOT BE
TOLERATED.
Appendix C.
Worksheet: SNAP/Food Stamp Challenge
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Name: ________________________
The Supplemental Nutrition Assistance Program (SNAP; used to be called food stamps) helps people
with low incomes buy food. In this assignment, you will assume you have a weekly food stamp allotment
of $90 for yourself and your child. Read the general information on SNAP before you begin this
assignment.
Information on SNAP (from http://www.snap-step1.usda.gov/fns/tool/tutorial/toolfaq.html):
The Supplemental Nutrition Assistance Program (SNAP), formerly called the Food Stamp Program, helps
Americans put food on the table. If you qualify, you get an electronic card to use at most grocery stores.
SNAP benefits come from the United States Department of Agriculture (USDA), through their Food and
Nutrition Service (FNS). Each state sets some rules for who can get SNAP.
Who is SNAP for?
You must meet some requirements to get SNAP benefits. If you are not a U.S. citizen, you might not be
eligible. If you are an adult who isn’t working and doesn’t have kids, you might be eligible only for a
limited amount of time.
To be eligible to get SNAP benefits:
Your household must have no more than $2000 in resources. If you live with someone over 60 years old,
or a disabled person, you can have $3000 in resources. You must have a gross income no more than 130%
of the Federal poverty guideline. You must have a net income no more than 100% of the Federal poverty
guideline. (In 2007, for a family of three, the net income guideline was $1,467 a month.) If you are an
adult, and you are not elderly or disabled, you may have a work requirement. Every household member
who wants to get SNAP benefits must have a Social Security Number, or apply for one.
How do you decide how much I will receive in SNAP benefits?
It depends on how much money you have and where you live.
How long do benefits last?
Most benefit periods last for 6 months but some can be as short as 1 month or as long as 3 years.
For most adults between the ages of 18 and 50 who do not have a child in the home, SNAP benefits are
limited to 3 months in a 3-year period. The benefit period can be longer if the adult works at least 20
hours a week or is in a job or training program. Some people may not have to work to get benefits, such
as those who have a disability or are pregnant.
What can I buy with my SNAP card (Texas Lone Star Card)?
http://www.fns.usda.gov/snap/retailers/eligible.htm
You can buy food, seeds and plants at stores approved by the United States Department of Agriculture
(USDA). The seeds and plants are used to grow food for your household to eat.
You cannot use food benefits to buy:
Beer, wine, liquor, cigarettes or tobacco;
Any non-food items (Ex: pet foods, soaps, paper products, cosmetics, household supplies);
Vitamins and medicines
Food that will be eaten in the store;
Hot foods; Live animals
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In some areas, restaurants can be authorized to accept SNAP benefits from qualified homeless, elderly,
or disabled people in exchange for low-cost meals.
Soft drinks, candy, cookies, snack crackers, and ice cream are food items and are therefore eligible items
Seafood, steak, and bakery cakes are also food items and are therefore eligible items.
Energy drinks that have a nutrition facts label are eligible foods. However, energy drinks that have a
supplement facts label are classified by the FDA as supplements, and are therefore not eligible.
Since the current definition of food is a specific part of the Act, any change to this definition would
require action by a member of Congress. Several times in the history of SNAP, Congress had considered
placing limits on the types of food that could be purchased with program benefits. However, they
concluded that designating foods as luxury or non-nutritious would be administratively costly and
burdensome.
How do you stop people from cheating the program?
People who lie about their economic situation, or deliberately withhold information to get benefits they
don’t qualify for, can be taken off the program, required to repay benefits, and even jailed. Retailers
who break the rules can face heavy fines, removal from the program, or jail. People who sell their SNAP
instead of using them can be taken off of the program.
Most SNAP benefits now come on electronic cards, not paper coupons. These cards are called Electronic
Benefit Transfer (EBT) cards. They work like bank debit cards. Because of the EBT cards, it is much harder
to cheat the system. This is because every time someone uses an EBT card, the transaction is recorded.
How do you stop people who are not eligible from getting SNAP benefits?
The USDA and State agencies check to make sure that local offices give out the correct amount of SNAP
benefits. SNAP workers check each application. They require you to prove the things you say on the
application, and match your answers with information from other sources. A state that makes too many
mistakes in giving out benefits can get fined by the USDA.
MAXIMUM MONTHLY SNAP AMOUNT
Family Size
Monthly SNAP Award
1
$200
2
$367
3
$526
4
$668
5
$793
6
$952
7
$1,052
8
$1,202
For each additional person, add:
$150
(This table shows maximum. Average monthly payments
run lower.)
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ASSIGNMENT
Name: _____________________________________
1. Pretend you have a Texas food stamp allotment of $90 per week for yourself and your nine
year old child. Visit a grocery store and determine how you would use that $90 on food. Outline
your foods, costs, and weekly food plan using both tables below. Do not copy the foods listed
below. Remove those and create your own list and menu. You must account for breakfast, lunch,
and dinner for your child and yourself for one week.
Name/Location of Chosen Grocery Store: _____________________________
All Purchases:
1 Gallon of milk
12oz Cap ‘n Crunch
1 bag of apples
1 bad of pretzels
2 Chicken pot pies
1 lb spaghetti
1 jar spaghetti sauce
1 pound of meat
1 can of peas
Cost without tax:
3.99
4.29
3.45
1.99
8.75
1.86
3.86
5.01
0.89
Total Cost:
Day One:
Breakfast: 1 serving of Cap ‘n Crunch with milk for each
Lunch: 2 chicken pot pies
Dinner: 2 servings of spaghetti and peas
Snack: apples and pretzels
Day Two:
Day Three:
Day Four:
Day Five:
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Day Six:
Day Seven:
2. What were key challenges you noticed as you had to locate items (for two people) and make a
weekly food plan on your $90 budget?
3. How might you “stretch” the food budget in the month?
4. Compare the cost of the cheapest foods with organic options. What did you notice? Give a
specific example.
5. What did you find most surprising to learn about the SNAP program?
Appendix D.
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Decoding Behavior: Social Norms & Everyday Life
Name: _______________________________
Instructions: Norms are an essential element of culture. Choose one social environment or event
to study and engage in unobtrusive field observation. During a 40-60 minute time period, make
observations about social norms, arrangement of social space, and various human behaviors.
Answer the following questions.
1. Describe the social event or environment of study. Include date, time, and spatial organization
(including physical environment and sensory properties) of the environment.
2. List formal norms (formal rules, laws, codes of conduct, policies) at play and describe how
those norms seem to be communicated to people.
3. List informal norms (expected behavior observed but not explicitly spelled) and describe how
those norms seem to be communicated to people. Informal norms may be harder to detect and
may only be understood or recognizable by particular groups versus everyone.
4. Which behaviors did you find most predictable? Why?
5. Did you witness any form of deviance from norms? Describe.
6. Upon further reflection, which observed norm seems the most “strange” to you OR which do
you feel would be most “strange” to an outsider unfamiliar with our culture?
Appendix E.
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Worksheet: Case Study of a Community Organization
Name: _____________________
Instructions: Identify a local community organization or non-profit that addresses a social
problem or a specific special population. Answer the following questions.
1. What organization did you choose to study?
2. What social problem does it address or what special population does it serve?
3. What is the mission statement of this organization?
4. Exactly HOW does the organization address the needs of its community or special population?
Be specific and list resources, events, activities, tactics, etc.
5. What is the history of this organization? (Did it follow a specific social event? Who were its
first leaders?)
6. Does the organization provide demographic data on to the community or population it serves
(e.g. stats regarding the scope of problem or number of people the organization helps each year)?
If so, provide that data. If the organization makes no mention of demographics or the scope of
the community problem, locate and lists related stats, and provide your source.
7. Securing adequate funds is an ever-present challenge. How does the organization secure the
money/capital needed to meet its mission? Are there sponsors or collaborations with other
organizations?
8. How does the organization get the word out about its mission so people will know the
organization exists?
9. Is a sociological theory implicit in the organization’s mission or goals? For example, does
conflict theory, functionalism, symbolic interaction, critical theory, feminist theory, queer theory,
disability theory, broken windows theory, etc.) seem to guide or help explain the focus? Explain.
10. Provide a pamphlet from the organization or list the organization’s website.
Appendix F.
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Students will pick an article from an approved list and then write a paper analyzing that article
from the three sociological approaches: functionalist, conflict, and interactionist.
Analysis Topics
Here are the requirements:
1. One credible source. No .com or .org or .net unless it is a major syndicate like Dallas
News.com or CNN.com or NPR.org. .edu and .gov usually work and of course you can
use a peer-reviewed journal.
2. It needs to be at least 2-4 pages.
3. You must turn in a ½ page proposal before detailing your topic and how you think the
three approaches will handle the topic/ article.
Here is an outline for what your analysis should look like:
(½ pg ) A very brief summary of the article.
(½ – 1pg) How would the Structural Functional approach address the content in this article?
How would you critique that specific perspective?
(½ – 1pg) How would the Social Conflict approach address the content in this article? How
would you critique that specific perspective?
(½ – 1pg) How would the Symbolic Interaction approach address the content in this article?
How would you critique that specific perspective?
End with a few (no more than 3-5) sentences highlighting the major points you have addressed in
the paper.
REMEMBER to include YOUR SOURCE in the paper at the end or in the text.
Use the following search terms/questions if you are having trouble finding something on your
own.
Global Inequality
Does capitalism always produce exploitative effects overseas?
How does the caste system in India still exist? (What new forms has it taken on?)
Is the UN an effective form of government as it pertains to upholding human rights?
How should rich nations help poorer nations?
How has immigration to the US changed over the last 20 years?
What are the arguments for and against allowing immigration to the US?
Should the US introduce a national id card for immigrants like the UK has?
How should we treat POW? Should they be afforded the same rights of a criminal in the US?
How poor are the world's poor REALLY, especially as compared to the rich?
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Sexuality & Family
Are gay rights synonymous with race/ethnic or gender rights?
How do homosexual parents compare to heterosexual parents?
How do religious beliefs affect sexual BEHAVIOR (not beliefs) in America? (Abortion,
pregnancy, sexual activity and disease rates)
Do women and men really view sex differently? How is this illustrated by their behavior?
How does the latest generation of parents differ from the previous generation in terms of raising
their kids? How does the most recent generation view sex differently than their parent's
generation?
Should "consensual sex with a minor" laws be repealed or changed since so many younger
people are having sex?
How does the US differ from other industrialized nations in terms of its sexual views and
behavior?
What are the primary reasons, outside of disability, that cause some to remain virgins?
Gender Stratification
How does physical beauty help you and hinder you in the workforce?
Are men naturally better managers than women? Explain.
What is a glass wall and how has this trend changed over the past 20 years?
How have differing views on the roles of women and men affected parent's ability to raise kids?
What other limitations, besides having children, are placed on women if they aspire to climb the
corporate or political ladder?
How has men's behavior changed in regard to viewing women over the past 20 or so years?
Are men treated the same in female-dominated work environments as women are in maledominated work environments? Explain.
How has the prevalence of divorce in our society affected women’s role? Who is more likely to
initiate divorce men or women? Why?
Who is more likely to initiate an abortion men or women and what does this say about women
and men's role in our society?
Race/Ethnic Stratification
How have people's view of affirmative action changed over the past 30 years?
How has moving many production jobs to China (and overseas in general) affected race relations
in the US?
What is the most important action Obama must take in order to improve race relations in the US?
What is white privilege and do many white people understand and agree with its major premises?
How does the media primarily reinforce stereotypes today?
How do religious beliefs affect how one will view racial/ethnic issues?
Appendix G.
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Students will debate, Oxford style (presentational), for 30 minutes on some social issue of their
choosing. Some previous topics have included banning pornography, gay marriage, affirmative
action, expanding TANF, etc.
Debate Outline
Intro (2 min) - Pro
Intro (2 min) - Con
Major Arguments (4 min) - Pro
Rebuttals (3 min) - Con
Major Arguments (4 min) - Con
Rebuttals (3 min) - Pro
Break & Prep Time (5 min)
Crossfire (5-7min)
Conclusion (1 min) - Pro
Conclusion (1 min) - Con
You will want to write some stuff down so you can maximize your time. Reading of off a sheet
is fine for the introduction. Take notes during the rebuttals so you argue what they said not what
you want.
Appendix H.
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Students are separated into six groups and assigned a social class. They take time to discuss their
demographics as well as pertinent information regarding their class, e.g., percentage of
population, income range, etc. Then they discuss how they might share similar values to others
in their social class and discuss how those values may differ from people in other social
classes. They then write up their information on the board for the rest of the class to see. We
then discuss it all together.
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Appendix I.
Students are split-up randomly into four ethnic groups. They are assigned to read the book's
history of their group. When they come to class the next time, they then present a two-minute
overview of their group to the class. In these same groups, students list as many positive and
negative stereotypes about each their own group. They must address each stereotype and answer
the question how is this stereotype partially true according to the function of this group in
society? How might it reinforce the dominant group's position in our society, according to the
conflict perspective (especially those positive stereotypes about minority groups, e.g., model
minority myth? We then have a discussion about racism, prejudice and discrimination.
Appendix J.
19
Student Assignment: Write Critical Thinking Paper
Background for making this assignment:
Within the field of sociology, specifically at the introductory level, three basic theories for
understanding social behavior are defined and discussed. These theories are Structural
Functional, Social Conflict, and Symbolic Interaction. Every introductory text book covers these
theories. This forms a basic structure and ‘launching pad’ for understanding sociology. The
ability to understanding and express that understanding of each theory is fundamental within the
discipline of sociology and this course.
Specifics of assignment:
CRITICAL THINKING PAPER:
SELECT ONE OF THE FOLLOWING THEORIES TO WRITE ABOUT.
Structural Functional
or
Social Conflict
or
Symbolic Interaction
The essay paper should be a minimum of 2 full pages and not more than 3 full pages.
Use Times New Roman font. Use 12 pt. font size
Line spacing should be single space.
Start the Title of the paper at or less than 2 inches down for the top edge of the page and begin the
body of the paper no greater than 2.25 inches down from the top edge of the page.
Use the following font styles: Times New Roman.
Critical Thinking Paper aka Essay PAPER
Read the NCTC policy on plagiarism.
Must have a least three (3) credible sources, one of which can be your text book, with a
Cite works page. Wikipedia is NOT an acceptable source.
OUTLINE the paper in the following manner:
TITLE – which theory are you writing about.
BRIEF HISTORY – give a brief history of theories, [ cultural – social- religious ] leading up to the
theory you are writing about. In other words, what control system was thought to be governing
peoples’ behavior up to this point. Include religion and/or other sociological theories that had been
presented up to that point in time. CAUTION NOTE This is where many students miss points because
they write about the history of the theory they are writing on.
THIS IS NOT A HISTORY OF THE THEORY YOU ARE WRITING ABOUT !!!!!!!!!!
This section is about what other social controls were in place to
explain collective social behavior.
WHO DEVELOPED or is GIVEN CREDIT – what person(s) developed and describe the events
leading up to it – a brief biography of the person is acceptable and the social events leading up to it the
development of the theory.
20
DEFINITION of the theory – give a statement of the definition of the theory.
HOW/WHY IS THE THEORY IMPORTANT – how was this theory applied in sociology at the
time it was created and how is it applied in today’s time.
COMPARE AND CONTRAST THE THORY YOU ARE WRITING ABOUT WITH THE
OTHER TWO THEORIES: – how does this theory look at society differently from OTHER
theories or social sanctions including religious.
This is what your paper should look like:
Your name
Sociology 1301
Title
Brief History: Begin typing your text here. SEE CAUTION NOTE ABOVE.
Who Developed the Theory: Begin typing your text here
Definition:
Begin typing your text here
Continue until you have completed all heading topics listed above.
YES – YOU ACTUALLY TYPE the heading Brief History, Who Developed the Theory, etc.
21
Your Name
Sociology 1301
Social Conflict Theory
Brief History: Begin writing on the same line as the topic heading. .NOTE* Be careful with
this one. This is not a history of the theory you are writing about. Rather it is a short history of
ANY and ALL types of social control theories/methods/ explanation’s up to the point in time of
the theory you are writing about. i.e. religion on. Every culture has groupings and divisions based
on ideas such as class, religion, gender, race, etc. (Macionis 12-13, 204-240). Upper class children
received better education, often advancing to college while lower class students tended to work after
the basics. Society kept the rich, rich and the poor, poor. Religious denominations such as
Protestantism and Calvinism and Lutheranism were all formed from disagreement with the Catholic
Church. Even the King of England separated from the Catholic Church because the rules of
Catholicism didn’t fit with his wants/needs (Tindall and Shi 55-57). The conflict among genders was
surrounded by opportunities and freedoms men enjoyed that women did not, such as education,
employment, votispecially during the colonial era with the slave trade. Slaves and races other than
white were all treated as property and stripped of human rights…
Who Developed the Theory: Begin writing on the same line as the topic heading. The Social
Conflict theory was created by Karl Marx. Karl Marx was born in Prussia in 1818 and is known for
his desire to create equality among all individuals in a society and spoke out against capitalism. He
noticed the division among the owners of capital, referred to as capitalists and the working classes,
also known as the proletariats. He believed capitalism to be destructive because of the gap it caused
between the wealthy and the poor (Janet Beales Kaidantzis). The gap was caused also by the
objectifying of people for work; according to Marx, lower class cannot avoid working for the upper
class. Collectively, his problems with capitalism were the social conflict theory. He noticed the
divisions among people, how people were treated different based on race or gender or their location in
class/caste systems. Thus being said, he formed socialism, where the work and wealth were divided
evenly among individuals, rendering everyone equal to one another (Prychitko)…
Definition of the Theory: Begin writing on the same line as the topic heading. The Social Conflict
theory is defined as a macro-level perspective on society where inequalities among people help some
individuals get ahead in society while preventing others from progressing forward, in some cases
downgrading them in society. This includes conflict between different races/ethnicities, as well as
between the genders. Throughout history, and even through present-day, men have claimed their own
importance over women (Macionis 163)…
How/Why is the theory important: Begin writing on the same line as the topic heading. All
revolutions and other forms of social change can all be traced back to the social conflict theory; the
American Revolution, the Sex Revolution, the Civil Rights movement, all stemmed from conflict in
society. Colonists settled in America seeking religious freedom and later rebelled to gain freedom.
The sex revolution began in the 1920’s and still continues today. Though pre-marital sex is losing its
negativityin society, it is still shunned on by religion. Females losing their virginity pre marriage will
earn them a reputation, however men move up in ranks among their peers when the they commit the
same act(Macionis 149). Those who do not fit into society the way they should, such as
homosexuals/bisexual/intersexual/transsexual people often receive a great deal of commotion trying to
live in happiness. They fit under the “queer theory” by challenging the heterosexual mindset of society
22
(Macionis 169). Without social conflict, there would not be any rebellion or revolutions and without
rebellion/revolution, social change would not exist….
Compare and Contrast the theory you are writing about with the other theories: Begin writing
on the same line as the topic heading. While the social conflict theory focuses on the inequalities in
society causing problems and social change, the structural-functional theory is “a framework for
building theory that sees society as a complex system whose parts work together to promote solidarity
and stability” (Macionis 11). Also a macro level theory, it focuses on how society is more of a puzzle,
and each piece is interconnected to another piece. Similar to equilibriums, what happens to one part of
society has to have an equal reaction to another part of society (Lucas). However, the symbolicinteraction theory is entirely different from the first two. This theory is on a micro level and focuses
on society being formed as a result of people interacting with each other. It separates society into
individual people and focuses on each individual’s reality changing from day to day based on the
interactions people encounter and the meanings they attach with each encounter (Macionis (14-15)).
However, all three theories focus on how society is affected as a result of each of their definitions. All
three look at deviance, and recognize that deviants of social norms bring about social change.
However, the approaches/views towards each are slightly different. The structural-functional theory
relies on…
Works Cited (Minimum of 3 credible sources)
Janet Beales Kaidantzis, . "Karl Marx." The concise encyclopedia of economics. Library of Economics
and
Liberty, 2008. Web. 14 Mar 2012.
Lucas, J. W. Structural functionalism theory. N.p., 2010. Web. 14 Mar 2012.
Macionis, John J. Society, The Basics. 11. Upper Saddle River: Prentice Hall, 2011. 11-15, 149,
163,169,204-240.
Prychitko, D. L.. "Marxism." Library of economics and liberty. Liberty Fund, Incorporated, 2008.
Web. 14 Mar 2012.
Tindall, George Brown, and David Emory Shi. America, A Narrative History. 8th. 2. New York: W.
W. Norton & Company, 2009. 55-57. Print.
Appendix K.
23
Student Assignment: Weekly Discussion Forum
Read the following statement that relates to one or more topics in this weeks chapter reading assignment.
Make an original online post to the statement. Make a reply to at least two other students post.
Background for making this assignment:
The discussion forum allows a student to freely express his/her opinion about a specific topic. The
student is encouraged to provide factual data to support his/her opinion.
Guidelines:
Please use the following guideline when making an original post and replying to another students post.
You are required to make an Original Post before you can see other students post.
After you make your original Post you will need to reply to 2 other students Post.
If you are one of the first students to Post there may not be any other Post to reply to. Check back at a
later time to make your two replies.
Your Post and Reply should be thought out and intelligently written.
Use factual information when and where applicable.
Refrain from making emotional statements to make a point, don't grandstand or get on your 'soap box'.
During the semester you will read a Post or Reply that you may not agree with. That's to be
expected. However, AT ALL TIMES you should show respect to other students. You may agree to
disagree. I cannot accept aggressive language from students. An integral part of Sociology is developing
an understanding of the sociological imagination.
The following is how I grade the forum: Original Post 0-8 points; first Reply 0-5 points; second reply 0-5
points. A poor quality Post or Reply will not score well. Avoid comments such as: I agree, Me to, etc.
These will not earn any points. Also, a copy and paste of one reply into the reply of the second reply will
only count towards one reply. I am looking for original thinking, not cut-and-paste thinking.
Examples of Discussion Forum questions used in previous semesters:
Chapter 1 Sociology: Perspective, Theory, and Method
Which one of these theories best describes your current view of how society is structured:
Structural Functional, Conflict, Symbolic Interaction.
Chapter 2: Culture
Should school age immigrant youngsters be taught in their native language or English? Or both?
Chapter 3: Socialization: From Infancy to Old Age
What major events or trends have shaped the personalities of people your age?
Before answering please indicate your age range by typing in one of the following ranges: 17-25, 26-31,
32-42, 43-55, 56+.
Chapter 4 Social Interaction in Everyday Life
Using Irving Goffman’s Dramaturigical Analysis: the Presentation of the Self, give an example of how
this plays out in a day to day situation.
Chapter 8: Social Stratification
Social stratification involves how a society distributes resources. It also has a relational dimension - social
inequality guides with whom we do and do not interact and also how we interact with people.
Give an example of how social class differences guide social interaction in your everday life.
Chapter 11: Race and Ethnicity
Discrimination is the unequal treatment of various categories of people. Give one example of positive
discrimination and one example of negative discrimination.
24
Chapter 13: Family and Religion
Do you think developments in genetic manipulation that permit parents to have “designer children” are
helpful or harmful? Explain.
Chapter 16 Social Change: Modern and Postmodern Societies
The United States is considered a Postmodern nation. The largest single financial stakeholder in the U.S.
(holding the most U.S. notes) is China - a marginal modern nation.
China recently chastised the U. S. in a public statement saying the United Stated is addicted to debt and
must get their financial house in order.
The discussion forum question is: How could the financial disparity between these two countries threaten
the United States and its ability to manage its own future.
25
Appendix K.
NORTH CENTRAL TEXAS COLLEGE
COURSE SYLLABUS
The North Central Texas College (NCTC) Course Syllabus provides the following as required by the Texas
Higher Education Coordinating Board (THECB): (1) a brief description of the course including each major
course requirement, assignment and examination; (2) the learning objectives for the course; (3) a general
description of the subject matter of each lecture or discussion; and (4) any required or recommended
readings. Contact information for the instructor is also provided. The Course Syllabus also provides
institutional information to indicate how this course supports NCTC’s purpose and mission. Information
specific to a particular section of the course will be included in the Class Syllabus and distributed to
enrolled students.
Course Title: Introduction to Sociology
Course Prefix & Number: Soci 1301
Section Number:
Term Code:
Semester Credit Hours: 3
Lecture Hours: 3
Lab Hours:
Course Description: A study of human society, social behavior, culture, institutions, and social change.
Course Prerequisite(s): None
Course Type:
 - Academic General Education Course (from Academic Course Guide Manual but not in NCTC Core)
 - Academic NCTC Core Curriculum Course
 - WECM Course
Name of Instructor:
Campus/Office Location:
Telephone Number:
E-mail Address:
Department Chair/Coordinator:
Leslie Kelley
Office Location:
Corinth Campus, Room 336
Telephone Number:
940-498-6424 (Email preferred)
E-mail Address:
LKelley@nctc.edu
26
REQUIRED COURSE MATERIALS
Society: The Basics, 12th Edition. Macionis. Pearson.
ISBN: 978-0-205-89911-1
COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA
# of Graded Course
Elements
Graded Course Elements
Percentage or
Points Values
INSTITUTIONAL LEARNING GOALS

A quality general education curriculum in all associate degree programs.

Quality freshman and sophomore level courses in arts and sciences which parallel the lower
division offerings of four-year colleges and universities.

Quality technical programs leading directly to careers in semi-skilled and skilled occupations,
and quality technical education programs up to two years in length leading to certificates and
associate degrees.

Quality programs and services in support of adult literacy and basic skills development as a
mean of workforce enhancement and expanding access to higher education.
PROGRAM PURPOSE STATEMENT
NCTC seeks to implement its goal of offering quality general education curriculum in all associate
degrees by offering a core of general education courses designed to help students achieve academic,
career and lifelong goals. Acquiring knowledge, thinking critically, and utilizing the methodologies of
various disciplines exposed students to experiences that serve to advance their personal growth. The
chief focus of the General Education Core Curriculum at NCTC is to emphasize Exemplary Educational
Objectives and Basic Intellectual Competencies.
27
DEPARTMENTAL PURPOSE STATEMENT
The NCTC Social Science Department provides students at NCTC a strong foundation in the liberal arts
that is essential for career success, leadership, global citizenship, and a lifetime of learning. The
department provides students with a broad knowledge and understanding of the world; significant
intellectual, critical thinking and practical skills; and a strong sense of civic responsibility for enriching
their lives and making a difference in society.
STATEMENT OF SKILLS AND KNOWLEDGE EXPECTED OF NCTC GRADUATES
NCTC seeks to implement its goal of offering a core of general education courses designed to help
students achieve academic, career and lifelong goals. The chief focus of the General Education Core
Courses at NCTC is to emphasize basic intellectual competencies and broad intellectual perspectives.
FOUNDATIONAL COMPONENT AREA: SOCIAL & BEHAVIORAL SCIENCES
Courses in this area focus on the application of empirical and scientific methods that contribute to the
understanding of what makes us human and involve the exploration of behavior and interactions among
individuals, groups, institutions, and events, examining their impact on the individual, society, and
culture.
STUDENT LEARNING OUTCOMES
Student Learning Outcome
1
Identify various research methods and their characteristics used in the scientific study
of psychology.
2
Describe the historical influences and early schools of thought that shaped the field of
psychology.
3
Describe some of the prominent perspectives and approaches used in the study of
psychology.
4
Use terminology unique to the study of psychology.
5
Describe accepted approaches and standards in psychological assessment and
evaluation.
6
Identify factors in physiological and psychological processes involved in human
behavior.
28
CORE OBJECTIVES
A. Critical Thinking, Aspect 2: “Students will demonstrate effective inquiry strategies.”
B. Critical Thinking, Aspect 3: “Students will analyze information effectively.”
C. Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
D. Communication, Aspect 1: “Students will demonstrate effective development, interpretation, and
expressions of ideas through written communication.”
E. Empirical and Quantitative Skills, Aspect 1: “Students will demonstrate effective manipulation of
numerical data or observable facts.”
F. Empirical and Quantitative Skills, Aspect 2: “Students will demonstrate effective analysis of numerical
data or observable facts.”
G. Empirical and Quantitative Skills, Aspect 3: “Students will demonstrate effective use of numerical data
or observable facts to reach informed conclusions.”
H. Social Responsibility, Aspect 1: “Students will demonstrate intercultural competence.”
I. Social Responsibility, Aspect 3: “Students will demonstrate the ability to engage effectively in regional,
national, and global communities.”
GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH LECTURE/DISCUSSION
Topic
General Description of Subject Matter
29
Last day to Withdraw
For the November 2013 semester, the last day to withdraw from a course with
a “W” is November 16, 2013.
Student Rights &
Responsibilities
NCTC Board policy FLB (Local) Student Rights and Responsibilities states that
each student shall be charged with notice and knowledge of the contents and
provisions of the rules and regulations concerning student conduct. These
rules and regulations are published in the Student Handbook published in
conjunction with the College Catalog. All students shall obey the law, show
respect for properly constituted authority, and observe correct standards of
conduct.
Scholastic Integrity
Scholastic dishonesty shall constitute a violation of college rules and
regulations and is punishable as prescribed by Board policies.
Scholastic dishonesty shall include, but not be limited to cheating on a test,
plagiarism, and collusion.
STUDENT SUPPORT SERVICES
Disability
Accommodations
The Office for Students with Disabilities (OSD) provides accommodations for
students who have a documented disability. A disability is anything that can
interfere with learning, such as a learning disability, psychological challenge,
physical illness or injury. Accommodations may include extra time on tests,
tests in a distraction reduced environment, volunteer note taker in class, etc.
On the Corinth Campus, go to room 170 or call 940-498-6207. On the
Gainesville Campus, go to room 110 in the Administration (100) Building or call
940-668-4209. Students on the Bowie, Graham, Flower Mound, and online
campuses should call 940-668-4209 to arrange for an intake appointment with
OSD.
North Central Texas College is on record as being committed to both the spirit
and letter of federal equal opportunity legislation, including the Americans
with Disabilities Act (ADA) of 1990, ADA Amendments Act of 2009, and Section
504 of the Rehabilitation Act of 1973 (P.L. 93-112).
30
Student Success Center
The Student Success Center is designed to help all students at NCTC develop
tools to achieve their academic goals. This program also links students to FREE
tutoring, including a Writing Center, a Math Lab, and free 24/7 online tutoring
and helps new students acclimate to college by providing computer lab
services for prospective students. All students are invited to visit the Student
Success Center on the Corinth Campus go to rooms 170, 182, or 188; on the
Gainesville Campus go to rooms 114 or 111; on the Flower Mound Campus go
to room 111, on the Bowie Campus go to room 124.
Financial Aid,
Scholarships, and
Veterans Services
The Financial Aid Office is responsible for administering a variety of programs
for students who need assistance in financing their education. The first step
for financial aid is to complete a FAFSA. For more information, please visit
your nearest Financial Aid Office.