Last edited: 7/11/2015
INTRODUCTION TO SOCIOLOGY
Sociology 100: Section 0201
July 9th – Aug 19th, 2012
MTWRF 9:30 – 10:50 (PLS 1119)
COURSE DESCRIPTION
This course is designed to be a broad introduction to the field of sociology. We will encounter
some of the most influential theories used by sociologists to think about the social world, and many
of the methods sociologists employ to investigate it. We will discuss and acquire a familiarity with
the concepts sociologists typically use in their work. For instance, students will gain an
understanding of what is meant by culture and how culture is different from social structure, and
the differences between sex, sexuality, and gender. As the semester unfolds, we will gain a
familiarity with how sociologists take up the issue of inequality, with particular emphasis on those
inequalities pertaining to race, class, gender, and sexuality.
Because this is an abbreviated summer course, we will be moving at an accelerated pace, covering a
semester’s worth of material in a mere six weeks. As such, you will be expected to read 30-50 pages
a night in addition to any film clips that are assigned. I will do my best to lead discussions on the
material provided, rather than lecture on the material you already read. So come prepared to each
class, readings in hand, ready to discuss the previous night’s materials. This will be a discussion
based course, including your weekly posts on Blackboard.
This is a CORE Distributive Studies course (Area D: Social and Behavioral Sciences). Distributive
Studies courses are designed to ensure you will take a look at several different academic disciplines
and the ways they create and analyze knowledge about the world (see the CORE website at
http://www.ugst.umd.edu/core/).
INSTRUCTOR– CONTACT INFORMATION AND SCHEDULE
Instructor: Dave Paul Strohecker
Office Location: 4114 ASY
Email: dpstroh@gmail.com
Office Hours: Wednesdays 11:00 am - 1:00 pm,
or by appointment
1 ] Note: This syllabus is copyrighted by David Paul Strohecker, University of Maryland, College Park, 2012. Any unauthorized copy,
reproduction, or use of this material without the written consent of the author is strictly forbidden. Please email dpstroh@umd.edu for
permissions.
Last edited: 7/11/2015
REQUIRED TEXTBOOKS, SUPPLEMENTAL READINGS, AND FILMS
We will be using an older edition of Sociology Now, a textbook I used when I was a TA for this
class a few years ago. The textbook should be available at the university book center, however, it
is also much cheaper online ($15 used on Amazon versus $115 used at the bookstore). The book
also comes in six covers and may include extra online materials/CDs/supplementary materials.
YOU DO NOT NEED THESE MATERIALS. YOU ONLY NEED THE TEXTBOOK.
I have also included a number of supplemental excerpts to fill out the reading schedule. All of the
readings are either online or can be accessed on Blackboard (http://www.elms.umd.edu).
During the semester, we will also watch a number of short clips and film clips (many of which
you will be expected to watch in addition to your nightly readings). Many of these clips can be
accessed on The Sociological Cinema, which is a site fellow UMD grad students Lester Andrist,
Valerie Chepp, and Paul Dean have developed for sociology instructors everywhere
(http://www.thesociologicalcinema.com). I may also periodically refer you to my own blog
(http://thesocietypages.org/cyborgology/) for supplemental readings.
USING BLACKBOARD (http://www.elms.umd.edu)
The website for this course is hosted by Blackboard (also called “ELMS”), an online course
development tool that is used in classes throughout the University of Maryland. Logging onto
Blackboard will give you access to the course syllabus and all supplemental readings. You may
check your grades and your progress in the course, and you may use Blackboard to communicate
with other students in the class. Any student who cannot successfully log onto Blackboard should
contact me as early as possible.
DISABILITY SERVICES AND ACCOMMODATIONS
I will make every effort to accommodate students registered with the Disability Support Services
(DSS) office and who provide me with a University of Maryland DSS Accommodation form that
has been updated for 2012. Please provide this documentation by the end of the first week of class
EXTRA CREDIT, MAKE-UPS, AND LATE ASSIGNMENTS
There will be no extra credit offered for this course. Any questions, comments, or concerns about
grades must be received within 48 hours of the grade posting. I will gratefully go over assignments
with you and re-grade your work as I see fit.
There will be no make-ups except for university approved absences for pop quizzes and attendance
checks. You must provide the proper documentation, and I prefer you tell me in advance
(obviously you cannot always do this if you are ill).
2 ] Note: This syllabus is copyrighted by David Paul Strohecker, University of Maryland, College Park, 2012. Any unauthorized copy,
reproduction, or use of this material without the written consent of the author is strictly forbidden. Please email dpstroh@umd.edu for
permissions.
Last edited: 7/11/2015
POP QUIZZES (10%)
There will be 8 pop quizzes given during the term, of which, your top five will count towards
your final grade. You will only see five pop quizzes in your Blackboard gradebook, because I will
change your top five as additional quizzes are given. Pop quizzes may include, but are not limited
to: short multiple choice tests of four or five questions, free response essays, and/or in-class,
group assignments.
ATTENDANCE CHECKS (10%)
I will conduct 10 random attendance checks during the term. Because this is an abbreviated
summer course, your attendance is all the more critical. We will be covering a lot of material each
day, so please come to class prepared and ready to discuss the material at hand.
WEEKLY DISCUSSION POSTS (20%)
We will be using Blackboard to communicate online together as we continue our daily
discussions outside the classroom. At the end of each week, you will write a short reflective
essay (1-2 pages, double-space, 12-pt font, 1-inch margins) on the week’s material. Or, you
may focus on larger questions and issues that span across topic areas. For example, you may
ask yourself: How is culture a situated phenomenon? How are systems of inequality
reproduced through the media? You may use quotations and/or citations to embellish your
essays, but avoid block quotes (they just take up too much space and do not give you space to
speak yourself).
I will pose questions in class discussion that you can focus on for your weekly discussion
posts. You do not have to write on the questions, topics, or concepts I recommend, but they
may serve as a “jumping off point” for your own reflections. Remember, it is YOUR voice I
want to hear in your essay. Reflect on what you found most interesting, empowering, jarring,
or even confusing. We learn through writing and speaking our minds. So use yours!
You will complete FIVE weekly discussion posts throughout the term, and they will be
turned in electronically by posting onto the ELMS discussion board I have created for you.
These are due by 12am every SUNDAY night after the first week of class.
TERM PAPER: “RATED R FOR RACISM” (20%)
For your final term paper, you will be evaluating a film for its racial content. That is, what it says
about race relations, biology, racial differences, how it may/may not reinforce racial stereotypes,
etc. The MPAA largely rates films based on the level of sex and violence they contain (in addition
to language). What if, instead of sex and violence, the MPAA also rated films based on racism,
sexism, classism, and heteronormativity? In this assignment, you will devise a new rating schema
3 ] Note: This syllabus is copyrighted by David Paul Strohecker, University of Maryland, College Park, 2012. Any unauthorized copy,
reproduction, or use of this material without the written consent of the author is strictly forbidden. Please email dpstroh@umd.edu for
permissions.
Last edited: 7/11/2015
and use it to reevaluate a movie of your choice. (For more info, see below).
MIDTERM (20%) AND FINAL EXAM (20%)
Both your midterm and your final will be non-cumulative, and will consist of 50 multiple choice
and true/false questions in scantron form. You will not need to bring your own scantrons, as I will
provide them.
FINAL GRADE CALCULATION
Pop Quizzes (top 5 at 20 pts each)
Attendance Checks (10 pts each)
Weekly Discussion Posts (5 at 40 pts each)
Term Paper (200 pts)
Midterm Exam (4 pts a question)
Final Exam (4 pts a question)
TOTAL
=
=
=
=
=
=
=
100 pts
100 pts
200 pts
200 pts
200 pts
200 pts
1000 points possible
A = 900 – 1000 pts
B = 800 – 899 pts
C = 700 – 799 pts
D = 600 – 699 pts
F = 001 – 599 pts
ASSIGNMENT ABBREVIATIONS
[T] = K&A Textbook
[S] = Supplemental Reading
[O] = Online Reading
[F] = Film or Video Clip
4 ] Note: This syllabus is copyrighted by David Paul Strohecker, University of Maryland, College Park, 2012. Any unauthorized copy,
reproduction, or use of this material without the written consent of the author is strictly forbidden. Please email dpstroh@umd.edu for
permissions.
Last edited: 7/11/2015
SCHEDULE OF DAILY TOPICS, READINGS, AND ASSIGNMENTS
Week 1: The Sociological Imagination || Sociological Theory || Research Methods
Mon, 7/9
Introduction to the Course
Tues, 7/10
Developing a Sociological Imagination (30 pages + 26 min video)
[S] Mills, C. Wright. 1959. "The Promise." (Pp. 3-24) in The Sociological Imagination.
Oxford University Press.
[S] Berger, Peter. 1963. “Sociology as an Individual Pastime.” (Pp. 3-12) in Invitation to
Sociology, Anchor Press.
[F] “Unlocking the Sociological Imagination with a Radical Experiment in Empathy” 18:07
min http://goo.gl/dP7tM
[F] “Empire of Humanity? What the Classroom Didn’t Teach Me about American Empire”
8:35 min http://goo.gl/yItdZ
Wed, 7/11
The Origins of Sociology (35 pages + 13 min video)
[T] Kimmel, Michael and Amy Aronson. 2009. “Chapter 1: What is Sociology?.” (Pp. 237) in Sociology Now, editors Michael Kimmel and Amy Aronson. Allyn & Bacon.
[S] Durkheim, Émile. 1982. “What Is a Social Fact.” (Pp. 50-52) in The Rules of
Sociological Method. The Free Press.
[F] “Monty Python and Marxism” 3:11 min http://goo.gl/PlgsI
[F] “Weber’s Protestant Ethic and the Spirit of Capitalism” 9:49 min http://bit.ly/9d94BF
Thur, 7/12 Contemporary Sociological Theory (27 pages + 16 min video)
[S] Crook, Steven. 2001. “Social Theory and the Postmodern.” (Pp. 308-323) in Handbook
of Social Theory, editors George Ritzer and Barry Smart. Sage.
[S] Bourdieu, Pierre. 1999. “For a Scholarship with Commitment.” Keynote address for
MLA meetings in Chicago. (Pp. 17-25).
[S] Hausbeck, Kathryn and Barbara G. Brents. 2006. “McDonaldization of the Sex
Industries? The Business of Sex” (Pp. 103-118) in McDonaldization: The Reader, edited by
George Ritzer. Pine Forge Press.
[S] Boswell, A. Ayres, and Joan Spade. 2005. “Fraternities and Collegiate Rape Culture:
Why are Some Fraternities more Dangerous Places for Women?” (Pp. 280-292).
[F] “Panopticism in the Virtual World” 5 min http://goo.gl/KgZoG
[F] “Crisis of Capitalism” 11 min http://goo.gl/QzHir
Fri, 7/13
Research Methods (54 pages + 9 min video)
[T] Kimmel, Michael and Amy Aronson. 2009. “Chapter 4: Research Methods.” (Pp. 102137) in Sociology Now, editors Michael Kimmel and Amy Aronson. Allyn & Bacon.
[F] “Derren Brown – Person Swap” 4:48 min http://goo.gl/2OeDj
[F] “Gang Leader for a Day: Sudhir Venkatesh” 4:11 minhttp://goo.gl/Fty2d
5 ] Note: This syllabus is copyrighted by David Paul Strohecker, University of Maryland, College Park, 2012. Any unauthorized copy,
reproduction, or use of this material without the written consent of the author is strictly forbidden. Please email dpstroh@umd.edu for
permissions.
Last edited: 7/11/2015
[S] Duneier, Mitchell. 1999. “Sidewalk.” (Pp. 1-10) in Sidewalk, Farrar, Straus, & Giroux.
[S] Adler, Patricia and Peter Adler. “The Promise and Pitfalls of Going into the Field.” (Pp.
490-497) in The Contexts Reader, The American Sociological Association, Norton &
Company.
Week 2: Culture || Social Groups || Socialization || Mass Culture & Popular Culture
Mon, 7/16
Culture and Society (37 pages + 24 min video)
[T] Kimmel, Michael and Amy Aronson. 2009. “Chapter 2: Culture and Society.” (Pp. 3867) in Sociology Now, editors Michael Kimmel and Amy Aronson. Allyn & Bacon.
[S] Winchester, Daniel and Steven Hitlin. 2010. “The Good, the Bad, and the Social.”
Contexts, 9:40-44.
[S] Meyer, Philip. 1970. “If Hitler Asked You to Electrocute a Stranger, Would You?
Probably.” (Pp. 71-75) in Esquire Magazine, Hearst.
[F] “Sheena Iyengar on the art of choosing” 24:09 min http://bit.ly/bbnjmp
Tues, 7/17
Society: Interactions, Groups, and Organizations (41 pages + 18 min video)
[T] Kimmel, Michael and Amy Aronson. 2009. “Chapter 3: Interactions, Groups, and
Organizations.” (Pp. 68-101) in Sociology Now, editors Michael Kimmel and Amy
Aronson. Allyn & Bacon.
[S] Gans, Herbert. 1994. “Uses of the Underclass in Society.” (Pp. 332-340).
[F] “The Corporation: What is a Corporation?” 7 min http://goo.gl/3PKj
[F] “Relationship Coffee Fair Trade Case Study” 8:17 min http://bit.ly/b1yCsr
[F] “The Truth about the Economy” 2:38 min http://goo.gl/fUUuu
Wed, 7/18
Socialization (45 pages + 10 min video)
[T] Kimmel, Michael and Amy Aronson. 2009. “Chapter 5: Socialization.” (Pp. 138-165)
in Sociology Now, editors Michael Kimmel and Amy Aronson. Allyn & Bacon.
[S] Carter, Greg and Sharlene Hesse-Biber. 2005. “Socialization and the Production of
Gender Inequality: The Influences of Family, School, Peers, and The Media.” (Pp.494-519)
in Working Women in America: Split Dreams, Oxford.
[F] “Milgram Experiment (Derren Brown)” 10:47 min http://bit.ly/bffkfe
Thurs, 7/19 Mass Culture & Popular Culture (56 min video)
[F] “The Merchants of Cool” 56 min http://goo.gl/pT67R
Fri, 7/20
Culture Jamming (21 pages + 35 min video)
[S] Lorde, Audre. Excerpts from Sister Outsider. “Poetry is Not a Luxury.” (Pp. 36-39)
“The Transformation of Silence into Language and Action.” (Pp. 40-44) “Uses of the
Erotic: The Erotic as Power” (Pp. 53-59) and “The Uses of Anger: Women Responding to
Racism” (Pp. 124-133).
[S] Portwood-Stacer, Laura. 2012. “Anti-Consumption as Tactical Resistance: Anarchists,
Subculture, and Tactical Strategy.” Journal of Consumer Culture, 0(0)1-19.
6 ] Note: This syllabus is copyrighted by David Paul Strohecker, University of Maryland, College Park, 2012. Any unauthorized copy,
reproduction, or use of this material without the written consent of the author is strictly forbidden. Please email dpstroh@umd.edu for
permissions.
Last edited: 7/11/2015
[F] “Logorama” 16:01 min http://bit.ly/aHL9Dg
[F] “Culture Jam” 9:49 min http://bit.ly/dNaa0M
[F] “Adbusters: No Starbucks” 1 min http://goo.gl/xJQBz
[F] “Hardball: Fox News vs. Media Matters” 8:30 http://goo.gl/ckDsM
Week 3: The Mass Media || Media Representation || Education || The Environment
Mon, 7/23
The Mass Media (35 pages + 10 min video)
[T] Kimmel, Michael and Amy Aronson. 2009. “”Ch. 18: Mass Media.” (Pp. 586-615) in
Sociology Now, editors Michael Kimmel and Amy Aronson. Allyn & Bacon.
[S] Gamson, Joshua and Pearl Latteier. 2004. “Do Media Monsters Devour Diversity?” (Pp.
129-135) in The Contexts Reader, The American Sociological Association, Norton &
Company.
[F] “Dreamworlds 3” 5:33 min http://goo.gl/pdb8S
[F] “Constructing Public Opinion” 5 min http://bit.ly/9V9f0v
Tues, 7/24
Mass Media and Representation (25 pages + 40 min video)
[O] Wade, Lisa. 2011. “Representation of the ‘Primitive’ American Indian” Sociological
Images: Inspiring Sociological Imaginations Everywhere. http://goo.gl/aVxdz accessed July
10, 2011.
[S] Pascoe, C.J. 2005. “’Dude, You’re a Fag’: Adolescent Masculinity and the Fag Discourse.”
Sexualities 8(3):329-346.
[S] Collins, Patricia Hill. 2005. “Black Public Intellectuals: From DuBois to the Present.” (Pp.
136-144) in The Contexts Reader, The American Sociological Association, Norton &
Company.
[F] “The Stream: Don’t Trend on My Culture – Adrienne Keene” 22:50 min
http://youtu.be/rPyPLmmtcig
[F] “Do Something: Do Something: Pat Ward Williams and Carrie Mae Weems” 9:11 min
http://goo.gl/WBmkB
[F] “Killing Us Softly 3” 8 min http://goo.gl/pclo2
Wed, 7/25
The Sociology of Education (41 pages + 7 min video)
[T] Kimmel, Michael and Amy Aronson. 2009. “Ch. 17: Education.” (Pp. 554-585) in
Sociology Now, editors Michael Kimmel and Amy Aronson. Allyn & Bacon.
[S] Chambliss, William. 1978. “The Saints and the Roughnecks.” Unknown.
[F] Trading Schools 6:47 min http://bit.ly/aVgXoZ
Thurs, 7/26 The Sociology of the Environment (33 pages + 8 min video)
[T] Kimmel, Michael and Amy Aronson. 2009. “Ch. 19: Environments: The Natural,
Physical, and Human Worlds.” (Pp. 616-649) in Sociology Now, editors Michael Kimmel
and Amy Aronson. Allyn & Bacon.
[F] “Food Inc.: Alienation and Rationalization” 4:47 min http://goo.gl/AZ5u0
[F] “Welcome to the Anthropocene” 3:30 min http://goo.gl/wMaJd
7 ] Note: This syllabus is copyrighted by David Paul Strohecker, University of Maryland, College Park, 2012. Any unauthorized copy,
reproduction, or use of this material without the written consent of the author is strictly forbidden. Please email dpstroh@umd.edu for
permissions.
Last edited: 7/11/2015
Fri, 7/27
Midterm Review
Week 4: Midterm Exam || Deviance & Crime || Stratification || Race & Ethnicity
Mon, 7/30
MIDTERM EXAM
Tues, 7/31
Deviance & Crime (52 pages)
[T] Kimmel, Michael and Amy Aronson. 2009. “Ch. 6: Deviance and Crime.” (Pp. 166203) in Sociology Now, editors Michael Kimmel and Amy Aronson. Allyn & Bacon.
[S] Orcutt, James D. 1975. “Deviance as Situated: Variations on the Social Interpretation of
Marijuana and Alcohol Use.” Social Problems, 22(3):346-356.
[S] Goode, Erich. 2004. “Legalize it? A Bulletin from the War on Drugs.” (Pp. 384-391) in The
Contexts Reader, The American Sociological Association, Norton & Company.
[O] “Moral Panics and Reefer Madness” from The Ramblings of a Useful Idiot, posted Feb
16, 2011. Accessed June 29, 2012. http://goo.gl/onQmI
Wed, 8/1
Subcultures (32 pages + 1 hour video)
[S] Wade, Lisa and Gwen Sharpe. 2010. “Skull Face and the Self-Fulfilling Stereotype.”
Contexts, 9(4):80-81.
[S] Irwin, Katherine. 2006. “Saints and Sinners: Elite Tattoo Collectors as Positive and
Negative Deviants.” Sociological Spectrum, 23:27-57.
[F] Vice TV presents: Tattoo Age, Dan Santoro Parts 1-3: 32 min http://goo.gl/YeQ6B
[F] Marcus Kuhn’s The Gypsy Gentleman, Tony Hundahl & Steve Byrne 30 min
http://goo.gl/dwP47
Thurs, 8/2
Stratification & Social Class (48 pages + 20 min video)
[T] Kimmel, Michael and Amy Aronson. 2009. “Ch. 7: Stratification and Social Class.”
(Pp. 204-241) in Sociology Now, editors Michael Kimmel and Amy Aronson. Allyn &
Bacon.
[S] Loewen, James. 1995. “Land of Opportunity.” (Pp. 308-317) From Lies My Teacher
Told Me: Everything Your American History Textbook Got Wrong. The New Press.
[F] “People Like Us” 10 min http://goo.gl/Le9y2
[F] “Tammy’s Story” 8 min http://goo.gl/sNuPb
[F] “WASP Lessons” 2 min http://goo.gl/8wpTd
Fri, 8/3
Race & Ethnicity (35 pages + 44 min video)
[T] Kimmel, Michael and Amy Aronson. 2009. “Ch. 8: Race and Ethnicity.” (Pp. 242-277)
in Sociology Now, editors Michael Kimmel and Amy Aronson. Allyn & Bacon.
[F] “Tim Wise on Colorblind Racism” 23:46 min http://bit.ly/dU6KZD
[F] “Tim Wise on White Privilege” 9:31 min http://goo.gl/UpIP
[F] “How to Tell People They Sound Racist” 3:00 min http://bit.ly/TEM35
8 ] Note: This syllabus is copyrighted by David Paul Strohecker, University of Maryland, College Park, 2012. Any unauthorized copy,
reproduction, or use of this material without the written consent of the author is strictly forbidden. Please email dpstroh@umd.edu for
permissions.
Last edited: 7/11/2015
[F] “A Girl Like Me” 7 min http://goo.gl/qLd0S
9 ] Note: This syllabus is copyrighted by David Paul Strohecker, University of Maryland, College Park, 2012. Any unauthorized copy,
reproduction, or use of this material without the written consent of the author is strictly forbidden. Please email dpstroh@umd.edu for
permissions.
Last edited: 7/11/2015
Week 5: Sex, Sexuality, and Gender || Age || Family || Religion & Science
Mon, 8/6
Sex, Gender, and Sexuality (66 pages)
[T] Kimmel, Michael and Amy Aronson. 2009. “Ch. 9: Sex and Gender.” (Pp. 278-313) in
Sociology Now, editors Michael Kimmel and Amy Aronson. Allyn & Bacon.
[T] Kimmel, Michael and Amy Aronson. 2009. “Ch. 10: Sexuality.” (Pp. 314-345) in
Sociology Now, editors Michael Kimmel and Amy Aronson. Allyn & Bacon.
Tues, 8/7
Sexuality (10 pages + 45 min video)
[F] “Guys and Dolls” 45 min http://goo.gl/nrQFA
[O] Strohecker, David Paul. 2011. “Robot Fetishism, Synthetic Partners, and
Phallogocentrism.” Cyborgology Blog. http://goo.gl/urjlc Accessed June 22, 2012.
[O] Davis, Jenny. 2012. “The Politics of Beauty and Pleasure.” Cyborgology Blog.
http://goo.gl/bPlfD Accessed June 22, 2012.
[O] Stern, Marlow. 2012. “Hysteria and the Long, Strange History of the Vibrator.” The
Daily Beast. http://goo.gl/B5NDj Accessed June 26th, 2012.
Wed, 8/8
Age & Aging (49 pages)
[T] Kimmel, Michael and Amy Aronson. 2009. “Ch. 11: Age, from Young to Old.” (Pp.
346-379) in Sociology Now, editors Michael Kimmel and Amy Aronson. Allyn & Bacon.
[O] Hochschild, Arlie. 2001. “The Nanny Chain.” The American Prospect. http://goo.gl/yiKnx
[S] Clawson, Dan and Naomi Gerstel. 2002. “Caring for our Young: Child Care in Europe and
the United States.” (Pp. 48-54) in The Contexts Reader, The American Sociological
Association, Norton & Company.
Thurs, 8/9
The Family (61 pages)
[T] Kimmel, Michael and Amy Aronson. 2009. “Ch. 12: The Family.” (Pp. 380-415) in
Sociology Now, editors Michael Kimmel and Amy Aronson. Allyn & Bacon.
[S] Lareau, Annette. 2002. “Invisible Inequality: Social Class and Childrearing in Black
Families and White Families.” American Sociological Review, 67: 747-776.
Fri, 8/10
Religion & Science (41 pages)
[T] Kimmel, Michael and Amy Aronson. 2009. “Ch. 15: Religion and Science.” (Pp. 486519) in Sociology Now, editors Michael Kimmel and Amy Aronson. Allyn & Bacon.
[S] Conrad, Peter and Joseph Schneider. “The Medicalization of Deviance.” (Pp. 177-183).
[S] Chaves, Mark. 2002. “Abiding Faith.” (Pp. 297-302) in The Contexts Reader, The
American Sociological Association, Norton & Company.
10 ] Note: This syllabus is copyrighted by David Paul Strohecker, University of Maryland, College Park, 2012. Any unauthorized copy,
reproduction, or use of this material without the written consent of the author is strictly forbidden. Please email dpstroh@umd.edu for
permissions.
Last edited: 7/11/2015
Week 6: Economy & Work || Politics || Medicine & The Body || FINAL EXAM
Mon, 8/13
The Economy & Work (44 pages)
[T] Kimmel, Michael and Amy Aronson. 2009. “Ch. 13: Economy and Work.” (Pp. 416453) in Sociology Now, editors Michael Kimmel and Amy Aronson. Allyn & Bacon.
[S] Davis, Gerald. 2003. “American Cronyism: How Executive Networks Inflated the
Corporate Bubble.” (Pp. 190-197) in The Contexts Reader, The American Sociological
Association, Norton & Company.
**RATED R FOR RACISM term paper due TODAY!**
Tues, 8/14
Politics & Government (43 pages)
[T] Kimmel, Michael and Amy Aronson. 2009. “Ch. 14: Politics and Government.” (Pp. 454485) in Sociology Now, editors Michael Kimmel and Amy Aronson. Allyn & Bacon.
[S] Meyer, David. 2003. “How Social Movements Matter.” (Pp. 421-426) in The Contexts
Reader, The American Sociological Association, Norton & Company.
[S] Burstein, Paul. 2003. “Is Congress Really for Sale?” (Pp. 413-420) in The Contexts Reader,
The American Sociological Association, Norton & Company.
Wed, 8/15
Medicine & the Body (48 pages + 10 min video)
[T] Kimmel, Michael and Amy Aronson. 2009. “Ch. 16: The Body and Society, Health and
Illness.” (Pp. 616-649) in Sociology Now, editors Michael Kimmel and Amy Aronson.
Allyn & Bacon.
[S] Berkman, Lisa. 2004. “The Health Divide.” (Pp. 337-344) in The Contexts Reader, The
American Sociological Association, Norton & Company.
[S] Evans, John. 2003. “A Brave New World? How Genetic Technology Could Change Us
All?” (Pp. 353- 361) in The Contexts Reader, The American Sociological Association, Norton
& Company.
[F] “Talk” 10 min http://goo.gl/G8rKd
Thurs, 8/16
Final Exam Review
Fri, 8/17
FINAL EXAM!
11 ] Note: This syllabus is copyrighted by David Paul Strohecker, University of Maryland, College Park, 2012. Any unauthorized copy,
reproduction, or use of this material without the written consent of the author is strictly forbidden. Please email dpstroh@umd.edu for
permissions.
Last edited: 7/11/2015
Term Paper: Rated R for Racism: The Motion Picture Rating
Assignment
Introduction
The Motion Picture Association of America (http://www.mpaa.org/ratings) rates films based largely on sex
and violence. The rating system is often considered to be an important tool which allows filmmakers to
maintain their creative freedom while also allowing parents to make informed decisions about the kind of
media they want to allow their young children to encounter. Others criticize the rating system for paying
too much attention to sex and not enough attention to violence. What if we expand this discussion? What
if, instead of sex and violence, the MPAA also rated films based on racism, sexism, classism, and
heteronormativity? In this assignment, you will devise a new rating schema and use it to reevaluate a
movie of your choice.
Some details you should consider about the current rating system…
The MPAA arranges for an independent board of parents to rate films. These parents are asked to rate
each film “as they believe a majority of American parents would rate it.” The MPAA emphasizes that
ratings have nothing to do with whether a film is "good" or "bad." Rather, ratings are only intended to
provide parents with information about the content of the film, and as mentioned above, the content of
greatest concern appears to be that which involves sex and violence. There is also some concern about
depictions of drug use and the use of profanity.
For the purposes of this assignment, there are two aspects of the rating system you should note. First, the
rating system is aimed at the parents of young children, suggesting that it is either unnecessary or
untenable to create and maintain a rating system for adults. Second, while the board of parents is
independent, and therefore free to make their own rating recommendations, they are working from a set
of guidelines drafted by the MPAA. As author of these guidelines, the MPAA plays a fundamental role in
outlining what the board should look for when evaluating films.
There are five rating categories in the current rating system that most Americans recognize. The following
is a summary of each category, but you can find a complete explanation online
(http://www.mpaa.org/ratings/what-each-rating-means).
G — General Audiences. All Ages Admitted. A G-rated motion picture contains nothing in theme,
language, nudity, sex, violence or other matters that would offend parents whose younger children view
the motion picture.
PG — Parental Guidance Suggested. Some Material May Not Be Suitable For Children. The PG rating
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Last edited: 7/11/2015
indicates that parents may consider some material unsuitable for their children. There may be some
profanity and some depictions of violence or brief nudity. There is no drug use content in a PG-rated
motion picture.
PG-13 — Parents Strongly Cautioned. Some Material May Be Inappropriate For Children Under 13. A PG13 motion picture may go beyond the PG rating in theme, violence, nudity, sensuality, language, adult
activities or other elements. The theme of the motion picture by itself will not result in a rating greater
than PG-13, although depictions of activities related to a mature theme may result in a restricted rating for
the motion picture. Any drug use will initially require at least a PG-13 rating. More than brief nudity will
require at least a PG-13 rating, but such nudity in a PG-13 rated motion picture generally will not be
sexually oriented. There may be depictions of violence in a PG-13 movie, but generally not both realistic
and extreme or persistent violence. A motion picture’s single use of one of the harsher sexually-derived
words initially requires at least a PG-13 rating.
R — Restricted. Children Under 17 Require Accompanying Parent or Adult Guardian. An R-rated motion
picture contains some adult material. An R-rated motion picture may include adult themes, adult activity,
hard language, intense or persistent violence, sexually-oriented nudity, drug abuse or other elements, so
that parents are counseled to take this rating very seriously.
NC-17 — No One 17 and Under Admitted. An NC-17 rated motion picture is one that most parents would
consider patently too adult for their children 17 and under. An NC-17 rating can be based on violence, sex,
aberrational behavior, drug abuse or any other element that most parents would consider too strong and
therefore off-limits for viewing by their children
Assignment: Your Rating System and Film Analysis
Your assignment is to write an essay using 12 point (times new roman) font with standard, one inch
margins. Your essay should be double-spaced and 4 to 5 pages in length. Please refer to the following
three parts when crafting your essay:
1. Create your new MPAA guidelines in the form of an essay. You may choose to use the existing
categories (i.e., G through NC-17), or you may invent your own categories. Your guidelines should help
people identify all of the following: racism, sexism, classism, and heteronormativity. Be sure to fully define
these concepts. Your task is not to assess whether the movie is “good” or “bad”; rather, you are to provide
people with information about the content of the film. Be sure to provide examples: what type of content
would cause you to rate a film R for racism? What kind of sexism would only get a PG rating? Be sure you
mention the audience you are addressing with the new guidelines and briefly provide a justification for the
audience you have chosen. You do not necessarily need to follow the lead of the MPAA and create
guidelines strictly for the parents of young children.
2. Choose a relatively popular film to reevaluate, and in your essay, discuss how you have applied the new
13 ] Note: This syllabus is copyrighted by David Paul Strohecker, University of Maryland, College Park, 2012. Any unauthorized copy,
reproduction, or use of this material without the written consent of the author is strictly forbidden. Please email dpstroh@umd.edu for
permissions.
Last edited: 7/11/2015
rating guidelines. Films are rated based on the content of single scenes, but they are also rated based on
overarching themes. Please analyze your film on both of these levels and discuss how each level informed
the rating you assigned. Please reference and describe specific scenes from the movie you are analyzing.
You may find it helpful to imagine your reader has never seen the film and will not understand unless you
carefully describe the parts of the film on which you have based your rating.
3. From a sociological perspective, please explain why it might be important to identify racism, sexism,
classism, and heteronormativity in films. For example, what is the impact of positive or negative
representations in film?
*This assignment was created by Lester Andrist and Anya Galli and is based on the blog post, “A Sociological Film Rating System,” by Angie
Andriot (http://wickedanomie.blogspot.com/2009/07/sociological-film-rating-system.html). Thanks to Ann Horwitz, Jeehye Kang, Tyler
Myroniuk, Rachel Shattuck, and Daniel Swann for their many helpful comments.
Note that this work is licensed and protected under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States
License. Information about how to legally share and adapt this work can be found online (http://creativecommons.org/licenses/by-ncsa/3.0/us/).
14 ] Note: This syllabus is copyrighted by David Paul Strohecker, University of Maryland, College Park, 2012. Any unauthorized copy,
reproduction, or use of this material without the written consent of the author is strictly forbidden. Please email dpstroh@umd.edu for
permissions.