Soc233
1
Community College of Philadelphia
Course Syllabus
Of
Requirements in the Social Sciences
For
Sociology 233
Summer I, 2005
Course: Sociology 233-070:
Spring, 2005
Phone#: (215) 751-8989/0031#
Instr: Ron L. Shamwell
Office: W3-12 West Building
Email:rshamwell@ccp.edu
Hours: By Appointment
Meeting: W-from 6:30PM-to
9:25PM in BR214=NWRC
Department Chair: Kathy
Smith, BR-21
Soc233
2
COURSE DESCRIPTION
Welcome to Sociology 233 and the College! The purpose of the course is to introduce learners to the
diversity of American minorities, the description and explanation of historical, social, economic and
structural inequalities that exist within society and among different ethnic groups. We will learn how the
environment and the media influence race and ethnic relations in the U.S. This may include the review of
several films to better understand race and ethnic relations. The course provides how sociological and
environmental influences affect human behavior of individuals and groups in society. Additionally, the
course covers sociological theories and perspectives; including social structure, basic human institutions,
Macro and Micro level of analysis, and major social forces. Moreover, the course will utilize computer
based/Internet/web page education and multimedia instruction, which provides for more insightful
sociological exploration. You will need two computer disc and a email account with CCP or other vendors,
such as hotmail.com, yahoo.com or earthnet.com. Finally, each student should read and commit to the
sociology course agreement.
COURSE GOAL[S]
1.
2.
3.
To share sociology’s excitement and understand environmental and social influences.
To understand how race and ethnic relations influences our lives and penetrates our thinking.
To understand and grasp the sociological perspectives, terms, concepts and theories regarding
race.
CLASS TEXT (Required)
Parrillo, Vincent N. (2002) Understanding Race and Ethnic Relations, Vincent N. Parrillo, (6th or 7th
Ed), Allyn & Bacon: New York (http://www.abacom.com/parrillo) AND
http://cw.abacon.com/bookbind/pubbooks/parrillo_ab/
Silbey, Susan S. (2003). Guide to Reading Social Science: How To Work Through Long Reading
Assignments. Retrieved Sept., Jan., 2005, from MIT OpenCourse Ware. (No Web Site).
REQUIRED ARTICLES
Owl Online Writing Lab. (2004) Annotated Bibliographies. Retrieved Sept., 2004, from
http://owl.english.purdure.edu/handouts/general/gl_annotatedbib.html. (Required)
Owl Online Writing Lab. (2004). Using American Psychological Association (APA) Format (5th Ed).
Retrieved Sept., 2003, from http://owl.english.purdue.edu/handouts. (Required)
Resource (1999). How to Cite Information From The Internet and The World Wide Web. Retrieved Sept.,
1999, from http://www.apa.org/journals/webref.heml.
ADDITIONAL READINGS
Henslin, James M. (2001) Sociology: A Down-to-Earth Approach. (5th Ed) Boston: Allyn and Bacon
Macionis and Benokraitis (2004) Seeing Ourselves: A Sociological Reader, (5th Ed), Boston: Prentice Hall
or latest Edition. (Several articles to be announced in class)
Tischler, Heney L. (2000). Debating Points: Race and Ethnic Relations. Saddle River, NJ: Prentice Hall
Publisher.
COURSE ASSESSMENTS
Computer Skills Assessment: http://faculty.ccp.edu/faculty/MSAKS/ccpde/index2.html
Learning Style: http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Multiple Intelligences: http://www.careerccc.org/products/cp_99_e/section1/quiz.cfm
Soc233
3
BEST PRACTICES:
http://sociology17.tripod.com/Practices.doc
COURSE WEB SITE
http://faculty.ccp.cc.pa.us/faculty/rshamwell
COURSE POWERPOINT SLIDES
http://sociology233.tripod.com/id7.html
COURSE GLOSSARY
http://faculty.ccp.cc.pa.us/faculty/rshamwell/233/glossary.html
COURSE OBJECTIVE[S]





Identify racial and ethnic problems and investigate the environmental and social effects.
Critique various chapters and readings on race and ethnic relations.
Conduct web/Internet evaluation on selected sociological sites.
Recognize problems, issues and sociological thinking in generalizing findings to specific social
forces concerning race and ethnic relations.
Identify appropriate research methods and principles of ethical and moral scientific activities.
Lets Get Off To A Good Start! Because Form follows Function!
COURSE LEARNING OBJECTIVE[S]






Provide a clear and understandable explanation of sociological theory, perspectives, and concepts.
Articulate and apply applied practices in sociology to the idea of race.
Explain current sociological research practices in terms of race.
Emphasize the importance of collaborative learning and peer review.
Demonstrate the ability to communicate successfully with learners through electronic means.
Help students to be more comfortable within a scholarly and learning environment when
discussing issue of race and ethnicity.
COURSE REQUIREMENTS: (For Discussion)
1.
2.
3.
4.
5.
Examinations: Midterm and & Final
Synthesis Paper (1) APA Format
Collaboration Papers (2)
Unit Post & Web Site Visits
Class Presentation (1)
40%
25%
15%
10%
10%
SEARCH ENGINES
Note: To find more information on the social sciences; including sociology try either of these search
engines: http://www.dogpile.com , http://www.google.com , and http://www.altavista.com Additionally,
Soc233
4
APA information can be located at: http://owl.english.purdue.edu/handouts/research/r_apa.html and
http://owl.english.purdue.edu/handouts/general/gl_annotatedbib.html.
EVALUATION: GRADING SCALE: A=90-100 B=80-89 C=70-79 D=60-69 F=59 & Below
A record of all grades will be maintained on Excel spreadsheet, and can be viewed by appointment or after
each class assignment. Each assignment has a minimum of 0% to a maximum of 100%. Additionally,
maximum of 5 extra credit points each may be achieved for attendance, participation, and professional
folder. This will be will average into your overall total grade points, so you may receive a bump of 2.2 to
2.5 in terms of the final grade, for example, a grade of 77 can become 79.5, which equals a final grade of B
for the course; this may help if you find yourself on the grade “bubble.”
APPLICATION ACTIVITIES
Students will use the class text book for description of theories, concepts, and perspectives along with the
Internet for a rich sources of information per each chapter, including readings, assignments, and class web
pages. There will be Online practice test, chapter objectives, and PowerPoint presentations for graphic
knowledge of subject matter. Use of the APA style of writing social science papers will be the standard
used for all class papers, so download the APA resources for review and application.
CLASS PORTFOLIO BRIEF
Note: Some activities on the class portfolio may change due to circumstances beyond class schedule or
time control, so be open to change of date, time or activity; but we hope that does not take place.
Soc233
5
CLASS PORTFOLIO OF EVENTS FOR SUMMER 1
WEEK
DTES
CHAPTERS
Unit-1
WRITTEN
ASSIGNMENTS/
READINGS
Assessment
(CMC)
1. Learning
Styles
2. Multiple
Intelligences
3. Learning
theory
4. Test Taking
Skills
5. Learning Lab
05-17-05
EXAMS/
Emails
Online Sites
U1D1.1: Learning Style Survey Results
U1D1.2: Multiple Intelligence Survey Results
U1D1.3: Study and Best Practice Behaviors
(Downloadable items) Share Internet Addresses
U1D1.4: How can you use the unit information
both personally and professionally? U1AA1.5
Action Assignment Read the Sociological
Imagination by C. Wright Mills.
MindMap Process
Unit-2
1
Study of
Minorities
05-19-05
05-24-05
Introduction
1. Course
Portfolio
2. Social
Phenomenon
3. Soc.
Perspective
4. Minority
Groups
5. Racial &
Ethnic
Grps
6. Ethnocentrism
U2D2.1: What is ethnocentrism? U2D2.2: Explain the
Dillingham flaw, and offer examples. U2D2.3: What are
the focal points of the functionalist, conflict, &
interactionist theories? U2D2.4: Study Key Terms
U2D2.5: What three things have you learned so
far personally and professionally?
AA#1: Web Site Review/Internet#1: Find 1
article on race and ethnic relations. (Discuss)
AA#2: Synthesis Paper: Title & Abstract
Statement
Learning Objective#2
Unit-3
MidTerm
Exam
05-26-05
05-31-05
Using
Chapter 5:
Henslin,
Sociology:
A Doownto-Earth
Approach
Ethical
Research
1. Purpose of
Research
2. Major
Research
Methods
3. Research
Ethics
4.
Deconstruction
*Group
Analysis Article
The Promise
(Reaction Paper)
U3D3.1: What is your interpretation of social
research? U3D3.2: What is ethical research?
U3D3.3: What are quantitative, qualitative and
mixed-method research techniques? What is the
purpose of ethnical research? U3D4: What is
sociological deconstruction?
Web Site Evaluation#2: Find three articles on
U3d3.
AA3.6: Ash & Milgram Study (Read Only)
U3D3.7: What three things have you learned so far
personally and professionally?
Synthesis Paper: Statement of Significance &
Gathering Literature
Learning Objective#3
Unit-4
Culture &
Social
Structure
1.Concept of
Culture
2. Culture
Change
U4D4.1: What is the relationship among culture,
reality, and intergroup relations? U4D4.2: What is
the relationship between ethnicity and social
Soc233
3. Structural
Conditions
4.Stratification
5. Inter-group
conflict
6. Theories
06-02-05
05-07-05
6
class? U4D4.3: What are subcultures, forms they
take, & significance of intergroup relations?
U4D4.4: What are the major theories of minority
integration? U1AA1.5 Web Site Evaluation#3
U4AA: Synthesis Paper: Literature Review &
Previous Research
Learning Objective#4
Unit-5
Prejudice &
Discriminat
ion
06-09-05
1.Prejudice
2.Discrimination
3. Ash &
Milgram
Study
(Reaction Paper)
06-14-05
U5D5.1: What is prejudice? U5D5.2: What are
some of the possible causes of prejudice? U5D5.3:
What is discrimination and what are some
manifestations? U5D5.4 What are the pros and
cins of affirmation action? U5AA5.5: Education &
Inequality by Bowles & Ginitis.
U5D5.5: Web Site Review/Internet#2. U5D5.6:
What three things have you learned so far
personally and professionally?
Synthesis Paper:Trends and Themes and
Sociological Influences
Learning Objective#5
Unit-6
DominantMinority
Relations
06-16-05
Distance
Education
Week
*Group
Analysis
[Education &
Inequality by
Bowles and
Gintis]
06-21-05
(All Online)
U6D6.1: What is marginality and how can it be
stressful? U6D6.2: What are middleman
minorities and how do they affect acceptance?
U6D6.3: Discuss 3 conflict viewpoints about the
exploitation of minorities. U6D6.4: Review Key
Terms. U6D6.5: What have your learned so far
both personally and professionally? U6AA:
Synthesis Paper: Description of Gathering
Literature & Overview of Literature review.
Learning Objective#6
Unit-7
Student
Presentations
Final
Exam
06-23-05
06-28-05
Student Exit
Audit of
Grades
1. English
2. French
3. Germans
4. Irish
U7D7.1: How is it significant that British
Americans comprised 63% of the U.S. population
at the beginning? U7D7.2: What similarities in
dominant-minority patterns were shared by most
northern & western European immigrants?
U7D7.3: Apply 3 major sociological perspectives
to the experiences of immigrant groups discussed
in this chapter. U7D7.4: What three things have
you learned so far personally and
professionally? U7AA: Review Key Terms.
U7D7.5: Web Site Review/Internet#3.
Synthesis Paper: Opinion and Findings
Learning Objective#7
Academic Integrity Policy
There will be an academic integrity policy in force, therefore, no cheating or plagiarism will be tolerated; a
grade of F will be assigned to work associated with violating this classroom policy.
Students should have access to the Internet from their computers, knowledge of email techniques, and a
good knowledge of Word. Scholarly peer review is an integral aspect of the course along with the ability to
function well within group settings.
Soc233
7
The College Student Evaluation
The College will ask that every student complete the Student Evaluation of classroom instructors. (Not for
Summer 1)
TEACHING PHILOSOPHY
Diversity is the underpinning of my teaching philosophy; this includes race, gender and class with
accompanying thoughts and ideas. This requires diversity in the use of academic materials, scholarly
pursuits, scholarly perspectives, and the ability to learn from persons who may be different from us as
individuals as well as in thought; their diversity may broaden our horizons, so diversity requires openness.
CLASS ENVIRONMENT
It is important to have fair and cordial behavior in the classroom; it is vital to the scholarly learning
process. Therefore, it is required at all times in the classroom, any behavior that deviates from this
established classroom policy will be dealt with in conference or at a special meeting; but not in the
classroom. All records for the course are open for review and discussion during scheduled student/teacher
conferences, however, these are based on student request.
COLLEGE DROP POLICY
Each student will be held responsible to self-drop the course, but base on attendance requirements, you
could be dropped by the instructor; however, if your name is on the class roster at semesters end with no
work completed, you will receive a grade of F for the course. This is a very important matter!!
WEB SITES
Suggested Web searches, however, the URLs may have changed or been taken down by the various sites. If
this is the case, you should find an alternative site with similar race and ethnic relations information by
using anyone of three search engines provided on page 2 of 4. This section will become your annotated
bibliography as a part of the term paper.
www.census.gov http://www.luc.edu/depts./curl http://asanet.org/asaethic.htm
http://www.ascdorg/issues.language.html http://euroamerican.org http://www.who.ch
http://www.cdc.gov http://www.senate.gov http://www.house.gov http://www.worldbank.org
http://www.imf.org http://www.popcouncil.org http://www.igc.apc.org/prb
SIGNIFICANT FALL DATES
Date
Monday, May 16, 2005
Monday, may 30, 2005
Monday, June 20, 2005
Thursday, June 30, 2005
Wednesday, July 6, 2005
Monday, July 11, 2005
Thursday, August 11, 2005
Friday, August 19, 2005
Wednesday, August 24, 2005
Friday, August 26, 2005
rLs/soc233/ccp/05
Event
First Day of Summer I Classes (7-Weeks)
College closed. No classes. Memorial Day.
Deadline to Change “I” grades from Spring 2005
Last Day of Summer I session. (Note: There is no
separate exam period for summer I and no id-term
grades submitted)
Grades are due for Summer I
First Day of Summer II Classes
Last day to change “”I” grades from Summer 1,
2005. (Forms must be in by August 8, 2005)
Last Friday College closed
Last Day of Summer 2
Grades due for Summer 2 session.
Soc233
Appendix#1:
8
ATTACHMENT
Sociology Course Commitment Agreement
Course Learning Tools
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Mindmap the units with respect to parts and the whole
Associate past experiences to the learning situation
Visualize the unit and what you think about the unit
Use prior learning from other courses
Use of computer aided search engines (Internet)
College library resources
Use of Microsoft Office Suite (Word, PowerPoint, & Excel)
Multiple Intelligences
Learning Styles
Computer Skills
Difference(s)
1.
2.
3.
4.
5.
6.
7.
8.
Gender influences thinking
Different goals
Different emotional responses
Different capability beliefs
Different content issues
Diversity (gender, race, ethnicity, and class)
What the student thinks about him/herself
How the class materials relate to your life, community, or career
Point
The course learning paradigm is more modular than linear, so the course is broader as oppose
to being narrow with respect to the learning focus. The course attempts to use more than just
the traditional two (Language & Mathematics) intelligences, the course attempts to use
multiple intelligences to better help the student understand the sociological and performance
learning materials presented for the purpose of study; including the varying student learning
styles to improve learning retention. The course is student-centered, learner-centered not
faculty-centered, so more independent behavior not dependent behavior is needed to be
successful in the course. Finally, the course will use the facilitator model, which stresses
active participation and interaction in your own learning outcomes, so you will hold yourself
accountable in part for your learning experiences, performance level, and the course results.
The facilitator’s role is to help you challenge your own thinking, experiences, and
understanding of sociological behavior influences in both your immediate and broader social
environments.
Student
I fully understand these conditions of the course requirements, and I will actively participate,
interact and attend classes to be responsible for my own learning growth and performance in
the course, so I am fully aware of both the course and college’s requirements as a student.
Student: __________________________________ Date: _________ Course: ______
Soc233
rLs/soc101/233/CCP/05.
9