Heartland Community College
Social and Business Sciences
Course Syllabus for Students
COURSE PREFIX AND NUMBER: SOC 222-01
COURSE TITLE: SOCIOLOGY OF DEATH AND DYING
CREDIT HOURS: Lecture Hours: 3 Laboratory Hours: 0
SEMESTER: Spring 2012
DAYS AND TIMES THE CLASS MEETS: 12:30-1:45 p.m. TR
Classroom: ICB 2707
INTRODUCTION:
This course will examine the significance of death in society using sociological concepts, theories, and
research methodologies. Historical changes as well as cultural differences in attitudes toward death
and rituals surrounding death will be discussed. Also, coping with dying and grief, age differences in
dealing with death, beliefs about what happens after death, and legal issues regarding death are
addressed.
CATALOG DESCRIPTION:
Sociological aspects of death and dying. Includes historical changes in attitudes toward and causes of
death, cultural diversity in the meanings and rituals surrounding death, coping with dying and grief,
age differences in dealing with death, suicide, funerals, and legal issues regarding death.
INSTRUCTOR INFORMATION:
Liz Hoisington
Phone: (309) 268-8579
E-mail: liz.hoisington@heartland.edu
ICB 2116 (inside the ICB 2100 suite of offices)
Instructor’s office hours: Monday - Thursday: 9:30-10:45, and by appointment.
8:00-9:30
9:30-10:45
11:00-12:15
12:30-1:45
M
Class
Office Hour: 9:30-10:45
T
Class
Office Hour: 9:30-10:45
Class
W
Class
Office Hour: 9:30-10:45
R
Class
Office Hour: 9:30-10:45
F
Class
Class
Class
TEXTBOOK:
Leming, Michael R. and Dickinson, George E. (2011). Understanding Dying, Death, and Bereavement
(7th edition). Belmont, California: Thomson Wadsworth.
RELATIONSHIP TO ACADEMIC DEVELOPMENT PROGRAMS AND TRANSFER:
This course fulfills 3 hours of elective credit for the A.A. and A.S. degrees. It should transfer to most
colleges and universities as an elective course. However, since it is not part of either the General
Education Core Curriculum or a baccalaureate major program described in the Illinois Articulation
Initiative, students should check with an academic advisor for information about its transferability to
other institutions. Refer to the IAI Web page at www.itransfer.org for more information.
COURSE OBJECTIVES (LEARNING OUTCOMES):
SOC 222 contains learning outcomes that help students develop proficiency in Communication,
Diversity, Problem Solving, and Critical Thinking. Specifically, upon completion of this course,
students will develop an increased proficiency in the following areas:
Communication:
1.
Define and give examples of the major bioethical issues related to dying and death in the U.S.
Diversity:
1.
Demonstrate an awareness of differences in death-related beliefs and rituals across cultures.
2.
Analyze the issues involved in caring for the dying, from the perspective of the dying person
and from the perspective of the caregivers.
Problem Solving:
1.
Analyze loss and grief from a developmental perspective.
Critical Thinking:
1.
Identify the major forms of inflicted death, and explain how they are influenced by current
death attitudes and how they are changing death attitudes and practices.
Course Specific:
1.
Identify and explain historical changes in familiarity with death, causes of death, and body
disposition in the U.S.
2.
Identify the major legal issues concerning death, including the “Funeral Rule,” the role of the
coroner/medical examiner, and probate.
3.
Demonstrate an awareness of the facts about suicide.
4.
Demonstrate an awareness of the history of death education and the current issues in death
education.
COURSE/LAB OUTLINE:
1.
Studying Death and Dying
2.
Death in the U.S.
3.
Death throughout the Life Cycle
4.
Beliefs about After Death
5.
The Dying Process
6.
Living with Dying, Hospice Care
7.
The Medical Model Approach to Dying in the U.S.
8.
Biomedical Issues and Euthanasia
9.
Suicide
10.
Diversity in Death Rituals
11.
The Death Business
12.
Legal Aspects of Death and Dying
13.
Grief
METHODS OF INSTRUCTION:
METHOD OF EVALUATION (TESTS/EXAMS, GRADING SYSTEM):
There are 420 total possible points for this course. No letter grades will be assigned to exams and
activities, just points. Grading scales will be constructed at midterm and again at the end of the
semester.
Exam 1: Chps. 1, 2
Exam 2: Chps. 3, 4
Exam 3: Chps. 5, 6
Exam 4: Chps. 7, 8
Exam 5: Chps. 9, 10
Exam 6: Chps. 11, 12
Final Exam: Chps. 13, 14 & essay
10 activities (5 pts. each)
14 Article Papers
TOTAL
Grading Scale:
376-420 (90-100%)
334-375 (80-89%)
292-333 (70-79%)
250-291 (60-69%)
less than 250 (below 60%)
30 pts.
30 pts.
30 pts.
30 pts.
30 pts.
30 pts.
50 pts.
50 pts.
140 pts.
420 pts.
A
B
C
D
F
EXAMS:
Each of the six “regular” exams will cover two chapters and will consist of 30 multiple-choice and
true/false questions (worth 1 point each). The exam questions will primarily refer to textbook
information but may also include information from videos, guest speakers, or other materials used in
the course. Attending class regularly will help you in answering the exam questions because we will
spend a great deal of time discussing the information from the text.
The final exam will consist of 30 multiple-choice and true/false questions (worth 1 point each) from
the last two chapters of the text. There will also be a comprehensive essay question requiring you to
apply information from throughout the course to an article(s), worth 20 points, making the final exam
worth 50 points.
Make-up exam policy:
If you miss a regular exam due to circumstances beyond your control, you may take a make-up exam in
the Testing Center. The make-up exam must be taken within one week of the missed exam. Please
contact me immediately regarding the make-up exam arrangements.
Policy regarding an early final exam:
If you have a situation that you know about ahead of time that will conflict with the final exam, you may make
arrangements to take the final exam during the last week of class if the situation justifies taking the exam
early. You need to discuss this with me before May 1.
The final exam is required.
ARTICLE PAPERS:
There are 14 articles for you to read and there are two questions to answer about each article. These articles
correspond to textbook chapter topics and each paper is due within 15 minutes of the start of the class in
which we discuss the related topic (see due dates on the calendar at the end of this syllabus). The articles are on
reserve (as a paper copy) in the Library and are on electronic reserve. To access the electronic reserves:
Login to “myheartland,” click on the “Library” tab, click on “E-Reserves,” and find “SOC 222-01” on the dropdown menu. Click “Find” to go to the link listing the articles. The list of articles and questions to answer, as well
as a scoring rubric, are available in this syllabus and on Blackboard. BE SURE YOU USE THE ARTICLES
FOR SOC 222-01 (NOT for SOC 222-91).
Your answers to the questions must be typed. Papers are due within 15 minutes of the start of class on the due
dates or you may email them as Word attachments (liz.hoisington@heartland.edu) before class begins on the
due date. You may also leave the papers with the secretary in ICB 2100 by the due date/time. NO HANDWRITTEN PAPERS OR LATE PAPERS ACCEPTED (regardless of technical errors sending it by
email). Each paper is worth 10 points.
ACTIVITIES:
There are in-class activities throughout the semester and you can earn 5 points each for the first 10
activities that you complete. You may earn up to 2 points extra credit for each additional activity
that you complete. The purpose of doing these activities is to encourage further reflection on and
discussion of the material, so effort counts.
Class Cancellation: If class is cancelled on a day when an exam is scheduled, we will have the exam during
the next class meeting. If class is cancelled one class period before an exam, we will probably postpone the
exam for one class period. If class is cancelled on a day when an Article Paper is due, the paper will be due at
the start of the next class meeting. If class is cancelled on a day when an activity is scheduled, we will do the
activity at the next class meeting.
Midterm Grade:
Your midterm grade will be based on all points possible through Exam 3 (180 possible points). (Note:
If you have missed some of the first 6 activities, it may affect your midterm grade.)
DEADLINES:
Every student in this class is required to abide by all of the deadlines as stated in this syllabus. If a
situation arises which causes a student to be unable to meet the deadlines but which
does not meet the criteria for receiving an Incomplete, the student should consider
withdrawing from this class.
The last day to withdraw and receive a “W” grade is April 12.
PARTICIPATION:
Attendance will be taken each day except on exam days. Attendance is extremely important:
part of the learning experience involves BEING PRESENT IN CLASS. Persistent tardiness or
leaving early will result in being counted absent.
Learning is best achieved in an atmosphere of open discussion -- students are expected to draw upon
their own experiences, observations, and areas of expertise in making contributions to class
discussion. Please do not feel that you have to share very personal or painful experiences with the
class; but if you do, be assured that your statements will be received with respect and support.
CHILDREN:
Heartland Community College has a policy which restricts all children from attending any class at
Heartland. If you have a conflict between family and academic responsibilities, other arrangements
will need to be made.
INCOMPLETES:
Incompletes are given only in extreme circumstances, according to College policy.
STUDENT CONDUCT:
Although participation in classroom discussion is encouraged, talking while the instructor is talking
or while other students are talking is distracting and will not be tolerated. Side conversations in class
are disruptive not only to the instructor, but also to the other students around you who are trying to
listen. Everyone has made a commitment to be in this class and it should be an enjoyable experience.
Food and Beverage in the Classroom: There is an official policy of no food or beverages other
than water in HCC classrooms.
Cell Phones: Cell phones should be turned off. Let your phone rest for a while!
ELECTRONIC DEVICES: Don’t use electronic devices during exams. Students using an electronic
device of any type during an exam (laptop computer, cell phone, iPod nano, PDA, mini-computer, CD
player, AM transistor radio, Playstation 3 with Grand Theft Auto: Liberty City, Nintendo Wii playing
Zelda connected to a Sony 40" widescreen LCD TV, Roboraptor, Viewmaster Incredibles Telescope, or
anything else not cleared in advance as needed) will be presumed to be using them for cheating and
will face the appropriate consequences.
COMMUNICATION:
You may call my office number at any time and leave a message: (309) 268-8579. Please be sure to
include your name and which class you are in (SOC 222-01) in your message. You may also send emails to: liz.hoisington@heartland.edu. Please use your Heartland e-mail account to send
me e-mails and identify your class (SOC 222-01) in the subject line of the e-mail
message.
HCC Portal
Just a reminder that to access Blackboard, IRIS, and your Heartland Student Email, you will need to
log into myHeartland, at https://my.heartland.edu.
BLACKBOARD
The class syllabus, list of articles and questions for the Article Papers, a personal gradebook, and
chapter outlines are available in Blackboard.
SYLLABUS DISCLAIMER:
While every effort has been made to provide complete and accurate information about this course
within this syllabus, the instructor reserves the right to make changes to this information as needed.
ADDITIONAL RESOURCES:
Any questions that you might have about dead bodies are probably answered in the book Death to
Dust: What Happens to Dead Bodies?, by Kenneth V. Iserson. This book is available in the HCC
Library.
Death-related books:
Final Exam by Pauline W. Chen (2007). The author writes a very personal account of her encounters
with death, from medical school through medical practice.
The Dead Beat: Lost Souls, Lucky Stiffs, and the Perverse Pleasures of Obituaries by Marilyn Johnson
(2006). This is an entertaining look at the world of writing obituaries. There are chapters on how
obituaries were handled by the New York newspapers in the days after 9/11, the writing of obituaries
for ordinary people who were seen as extraordinary by family and friends, obituaries in four major
London newspapers, and a look at how to write the obituary of an obituary writer. A lot of the
information comes from the author’s interviews with obituary writers. There are wonderful quotes
throughout the book, giving the reader an idea of what makes a great obituary.
Stiff: The Curious Lives of Human Cadavers by Mary Roach (2003). A fascinating book about how
cadavers are used by the living. The author has such a sense of humor that the book makes you laugh,
but it’s also very educational.
Careers:
http://www.funeralstaff.com/
FuneralStaff is an agency that helps professionals find jobs in the funeral industry and helps funeral
businesses find employees.
http://www.abfse.org/
American Board of Funeral Service Education website has links to higher education programs in
funeral services. The ABFSE does offer scholarships for students in these programs.
Facing difficulties:
If you find that you need help for personal problems, there are services available.
You will find information regarding these services under “Academic Advising” (click on “Personal
Development”) on the A-Z listing at www.heartland.edu
PATH Crisis Center: (309) 827-4005
SOC 222-01 CALENDAR: Spring 2012
MONTH
JAN
FEB
MAR
DAY
T
DATE(S)
17
TOPIC
Course Overview
ACTIVITY
R
19
Chapter 1: Studying Death & Dying
#1 Article Paper DUE by 12:45 p.m.
Activity: Life Clock
T
24
Chapter 2: Death in the U.S.
#2 Article Paper DUE by 12:45 p.m.
R
26
Chapter 2 continued
T
31
EXAM #1: Chapters 1& 2
R
2
Chapter 3: Death throughout the Life Cycle
#3 Article Paper DUE by 12:45 p.m.
T
7
Chapter 3 continued
R
9
Chapter 4: Beliefs about Life After Death
#4 Article Paper DUE by 12:45 p.m.
T
14
R
16
Chapter 5: The Dying Process
#5 Article Paper DUE by 12:45 p.m.
T
21
Chapter 5 continued
R
23
Chapter 6: Living with Dying
#6 Article Paper DUE by 12:45 p.m.
T
28
Chapter 6 continued
R
1
T
6
Chapter 7: Dying in the U.S. System
#7 Article Paper DUE by 12:45 p.m.
R
8
Chapter 7 continued
Activity: Ethical Will
Activity: Child’s Play
Activity: Beliefs
EXAM #2: Chapters 3 & 4
Activity: Life-Threatening Illness
Activity: Creating a Hospice
EXAM #3: Chapters 5 & 6
Activity: “Make Me Live”
SOC 222-01 SP12 Calendar (continued)
MONTH
DAY
DATE(S)
TOPIC
MAR
12-16
SPRING BREAK!
APR
MAY
T
20
Chapter 8: Biomedical Issues & Euthanasia
#8 Article Paper DUE by 12:45 p.m.
R
22
Chapter 8 continued
T
27
EXAM #4: Chapters 7 & 8
R
29
Chapter 9: Suicide
#9 Article Paper DUE by 12:45 p.m.
T
3
Chapter 10: Diversity in Death Rituals
#10 Article Paper DUE by 12:45 p.m.
R
5
Chapter 10 continued
T
10
R
12
Chapter 11: The Death Business
#11 Article Paper DUE by 12:45 p.m.
T
17
Chapter 11 continued
R
19
Chapter 12: Legal Aspects of Death & Dying
#12 Article Paper DUE by 12:45 p.m.
T
24
Chapter 12 continued
R
26
T
1
Chapter 13: Coping with Loss
#13 Article Paper DUE by 12:45 p.m.
Activity: “What Not to Say”
R
3
Chapter 14; Grieving Throughout Life
#14 Article Paper DUE by 12:45 p.m.
Activity: Children’s Books
T
8
Chapter 14 continued
FINAL EXAM:
Activity: Ethical Dilemmas
Activity: Suicidal Behavior
Activity: Planning Your Funeral
EXAM #5: Chapters 9 & 10
Activity: Creating a Funeral Home
Activity: Death Penalty Attitudes
EXAM #6: Chapters 11 & 12
TUESDAY, May 15, NOON
Chapters 13 & 14, Comprehensive Essay
SOC 222-01 Article Paper Information
Papers must be typed, handed in within the first 15 minutes of class on the due date, sent as a
Word attachment by email (liz.hoisington@heartland.edu), or left with the secretary in ICB
2100 by the due date/time.
Article #1: “Changing attitudes to death: Nineteenth-century parlour songs as consolation
literature”
DUE January 19
A. Summarize in your own words how four aspects of American culture (such as the availability of sheet music)
in the 1800s influenced the popularity of parlour songs about death.
B. The text mentions how Jack Kevorkian's actions have made the topic of death more "high profile" in the
U.S. Discuss how other aspects of our current culture play a role of the popularity of death as a topic in songs,
TV shows, movies, and/or on the internet.
Article #2: “When Does Life Belong to the Living?"
DUE January 24
A. Describe how "death by organ retrieval," the issue in the article, is connected to the text's idea that dying is a
"social experience" (pages 50-54).
B. Using information from the article and your own opinion, discuss arguments for and against doing away
with the "Pittsburgh Protocol."
Article #3: "Death by Exercise"
DUE February 2
A. Discuss how this article relates to the description of death concerns in middle-aged adulthood from Chapter
3 (pages 104-107).
B. Describe other examples of what people do to delay death.
Article #4: "Are they Hallucinations or are they Real? The Spirituality of Deathbed and NearDeath Visions"
DUE February 9
A. Compare the arguments for and against the reality of these visions as discussed in the article to the
arguments for and against the reality of near death experiences as discussed in the text (pages 141-143). In
other words, draw parallels between the arguments.
B. Discuss your own beliefs about the reality of these visions and explain what information in this article
influenced your beliefs. (If none of the information influenced your beliefs, why not?)
Article #5: "What Do You Say to a Child With AIDS?"
DUE February 16
A. Describe how this article illustrates all four of the awareness contexts described in Chapter 5 (page 167).
B. Given the reasons for and against telling children with AIDS about their illness, do you think it is better to
tell or better not to tell in most cases? Why?
Article #6: "Organ Donation Experiences of Family Members"
DUE February 23
A. After reading this article, describe the nurse's role in helping family members with the decision to donate
organs.
B. Using organ donation problems mentioned in the text and the concerns ("themes") of family members
regarding organ donation mentioned in the article, describe five ways that the public can be encouraged to
consider organ donation.
Article #7: "Missing: Death Education for Nursing Facilities"
DUE March 6
A. Describe how the suggestions in the article would address the issues of dying in a nursing home (or even in a
hospital) that were described in the text (pages 230-232).
B. Describe three additional ways that nursing homes and/or hospitals could help comfort the dying.
Article #8: "Hospice and Physician-Assisted Death: Collaboration, Compliance, and
Complicity"
DUE March 20
A. What are some of the challenges faced by hospice programs regarding their patients using Oregon's Death
with Dignity law?
B. Which of the four models of hospice participation presented in the article (pages 32-33) best meets the goals
of hospice as described in the text (page 207)?
Article #9: "The Escalating Incidence of Suicide among African Americans: Implications for
Counselors"
DUE March 29
A. Compare the factors the text says might explain the lower suicide rate among African Americans with the
factors the article says might explain the increase in the suicide rate among African Americans (especially
among males).
B. What are some ways that you would suggest for reducing the suicide rate among African Americans, given
what we know about the factors that lower the rate and the factors that increase the rate?
Article #10: "When Death Comes in a Nursing Home: A Ritual to Say Good-bye"
DUE April 3
A. Find two rituals in the article that are similar to specific rituals described in Chapter 10 and describe how
they are similar.
B. Describe the functions of three of the rituals described in the article. That is, how are these rituals helpful for
any/all of the people involved?
Article #11: "Funeral Directors and Bereaved Children: Beliefs and Experiences"
DUE April 12
A. Using examples from the article of how funeral directors can help bereaved children, explain how these
efforts would affect (a) the role of the funeral director (page 383 in the text), (b) funeral expenses (pages 384385 in the text), and (c) aftercare (pages 396-397 in the text).
B. Now that you have some ideas about how funeral directors can help bereaved children, write the text for a
funeral home promotional brochure describing services provided for bereaved children.
Article #12: "Lost in Translation: The Unintended Consequences of Advanced Directive Law on
Clinical Care"
DUE April 19
A. Describe how each of the 5 of the barriers discussed in the article seems to be overcome by the "Five Wishes"
document in Chapter 12 (pages 436-437).
B. Which one of the 5 barriers discussed in the article seems to be the biggest obstacle to overcome and how
would you suggest helping people to overcome it?
Article #13: "Vicarious Grief and Response to Global Disasters"
DUE May 1
A. What is vicarious grief and what factors increase the likelihood of people experiencing it in reaction to a
disaster?
B. Describe a disaster that caused you to experience some vicarious grief and a disaster that did not cause you
to experience some vicarious grief. Why did you experience vicarious grief in reaction to one disaster but not in
reaction to the other disaster? Describe how this reason(s) does or does not correspond to the factors from
answer A.
Article #14: "Secondary Loss for Siblings"
DUE May 3
A. Chapter 14 describes some ways to help grieving children and adolescents. Choose two of the losses
described in the article and describe how suggestions from the chapter might be used to help young people deal
with those types of losses.
B. What advice would you give to parents to help their young child who is coping with the death of a sibling?
7-10 points
1.
2.
3.
4.
5-6 points
1.
2.
3.
4.
Both questions are answered correctly and completely.
Elaboration as well as examples from the text and/or personal experience is used
where appropriate to support answers.
Information is well-organized.
Language is clear, concise, and easy to understand. Minimal spelling and punctuation
errors found.
Both questions are answered with minimal information and/or information is not wellorganized or presented.
No elaboration or inadequate examples to support answers.
Information is somewhat disorganized.
Answers are somewhat unclear and/or there are quite a few spelling and punctuation
errors.
3-4 points
1.
2.
3.
4.
One question or parts of both questions not answered correctly and/or completely.
No information is provided to support answers.
Poorly written; difficult to understand the main ideas.
There are enough spelling and punctuation errors to be distracting to the reader.
1-2 points
1.
2.
3.
Both answers are incomplete.
No elaboration of answers.
Obvious lack of effort in completing the assignment.
0 points
1.
Both answers are incorrect or there are no answers.