SOC 105
Introduction to Popular American
Culture
SOC 105 Introduction to Popular American
Culture
Program Council
The Academic Program Councils for each
college oversee the design and
development of all University of Phoenix
curricula. Council members include full-time
and practitioner faculty members who have
extensive experience in this discipline.
Teams of full-time and practitioner faculty
content experts are assembled under the
direction of these councils to create specific
courses within the academic program.
Copyright
Copyright  1999, 2003, and 2005 by the University of
Phoenix. All rights reserved.
University of Phoenix® is a registered trademark of
Apollo Group, Inc. in the United States and/or other
countries.
Microsoft®, Windows®, and Windows NT® are
registered trademarks of Microsoft Corporation in the
United States and/or other countries. All other company
and product names are trademarks or registered
trademarks or their respective companies. Use of these
marks is not intended to imply endorsement,
sponsorship, or affiliation.
Edited in accordance with University of Phoenix®
editorial standards and practices.
SOC 105 Introduction to Popular American Culture
CODE OF STUDENT RESPONSIBILITY
The University of Phoenix Code of Student Responsibility supports the University's mission to
provide opportunities for working adult students to learn and to meet their life and career goals.
As members of the University of Phoenix academic community, students are responsible to
respect the rights and privileges of others, and to foster an environment conducive to student
learning. By virtue of membership in the University’s academic community, students accept an
obligation to abide by the Code of Student Responsibility as follows
1. Deal ethically with fellow students, faculty members, and University staff members.
2. Recognize and embrace the diverse contributions of fellow students, faculty members,
and staff in creating an environment embodied in the principles of mutual respect and
acceptance of difference.
3. Help to foster a productive learning atmosphere where everyone can do his or her best.
4. Assess one's own and others' interpersonal strengths and weaknesses by constructively
accepting and providing feedback.
5. Recognize one's own personal and professional values and the personal and
professional values of others.
6. Demonstrate self-reliance and self-direction in the setting and completion of individual
and group learning goals and objectives.
7. Accept responsibility and accountability for one's own actions, oral and written
communications, and interactions with faculty, students, and staff.
8. Acknowledge that conflicts and the resolution of conflicts, between individuals and among
groups, are integral to the collaborative learning process, and demonstrate responsibility
for resolving these conflicts while maintaining respect for all individuals involved
regardless of the outcome.
9. Maintain confidentiality and acknowledge personal privacy in the communication of
personal or professional information communicated about client’s, one’s employer, other
students, or their employers.
10. Accept responsibility for working collaboratively in the learning process, and for the
achievement of those learning outcomes linked to group performance.
11. Adhere strictly to University standards on plagiarism and academic cheating.
12. Obey national, state, and local laws and abide by the regulations of the university.
(Source: UOP Catalog, 2005-6)
Page 1
SOC 105 Introduction to Popular American Culture
STANDARDS OF STUDENT BEHAVIOR
University of Phoenix students are expected to conduct themselves as responsible members of the University’s academic
community as defined in the University's "Code of Student Responsibility". This requires the demonstration of mutual
respect and civility in academic and professional discourse. A University is a marketplace of ideas and in the course of
the search for the truth, it is essential that freedom exists for contrary ideas to be expressed. Conduct that is determined
to impair the opportunities of others to learn or that disrupts the orderly functions of the University will be deemed
misconduct and will be subject to appropriate disciplinary action. Alleged violations of Standards of Student Behavior must
be forwarded in writing to the campus Director of Academic Affairs or the campus Director of Operations and shall be
immediately investigated according to the procedures established by the University.
Misconduct for which students are subject to disciplinary action includes but is not limited to:
1.
Actions, verbal statements, and written statements which threaten or violate the personal safety of any member
of the faculty, staff, or other students, or any conduct which interferes with the educational process or
institutional functions.
2.
Harassment, sexual or otherwise, that has the effect of creating a hostile or offensive educational environment
for any student, faculty or staff member.
3.
Disruptive activity that hinders or interferes with other students' or faculty's educational environment.
4.
Violation of any applicable professional codes of ethics or conduct.
5.
Failure to promptly comply with any reasonable directive from faculty or University officials.
6.
Failure to cooperate in a University investigation.
7.
Carrying of weapons on campus, at campus-sanctioned events or when meeting with campus personnel. (This
policy is not applicable to students who are law enforcement officers required by law to carry firearms at all
times).
8.
Using or being under the influence of alcohol or illegal drugs while in class, at campus-sanctioned events, or
when meeting with campus personnel.
9.
Cheating- using or attempting to use unauthorized materials, information, or study aids in any academic
exercise.
10.
Fabrication-falsification or invention of any information, citation, or document, or lying during a University
investigation.
11.
Plagiarism - representing the words or ideas of another as one's own in an academic exercise.
12.
Unlawful use or acquisition of copyrighted works.
13.
Helping another student cheat, fabricate, or plagiarize, or unlawfully acquire or use copyrighted works.
14.
Violation of the policy on Acceptable Use of University Computing and Communication Resources for Students
and Faculty.
15.
Hazing (any action which recklessly or intentionally endangers the mental health or physical health or safety of
a student for the purposed of initiation or admission into or affiliation with any University- sanctioned
organization).
16.
Violation of University regulations and policies (in addition to those regulations and policies covered by items 115 above).
17.
Violation of federal, state, or local laws or regulations that impacts the University’s educational environment.
While an alleged violation of the Standards of Student Behavior is being investigated, a student may be removed from
class, campus-sanctioned events, or other University functions. If a violation is found, disciplinary action will be based on
the seriousness of the situation and may include, but not be limited to, documented counseling by a University staff
member, loss of credit, suspension and/or expulsion. In all cases, University authorities will take action in accordance
with appropriate University procedures.
(Source: UOP Catalog: 2005-6)
Page 2
SOC 105 Introduction to Popular American Culture
Course Syllabus
Course Title:
Introduction to Popular American Culture
Course Schedule:
September 28, 2006 – October 28, 2006
Course Location/
Times/Newsgroup:
Required Text:
Thursdays, 6 – 10 p.m.
Aurora Campus
Wilson, J. (2001). Mass media / mass culture: an introduction
(5th ed.). New York: McGraw-Hill.
Note: All required text materials can be found on the SOC/105 rEsource course
page. The rEsource page can be accessed through the University of Phoenix
Student and Faculty Web site at https://mycampus.phoenix.edu/
Electronic Resources:
http://www.roshansclass.com This supplemental website will be necessary
to complete assignments during Weeks 2 and 4 and will have assignments
and announcements posted throughout the course.
Faculty website for Roshan Kalantar allows students to download course
syllabus and materials as well as weekly presentations. All pertinent
course information can be found on this website.
Instructor’s Name:
Roshan Kalantar
Telephone:
303.408.4343
UOP E-mail Address:
rkalantar@email.uophx.edu
Alternative E-mail Address:
roshankalantar@hotmail.com
Availability:
Thursdays, 5 – 6 p.m.; via email, phone or by appointment.
Welcome!
Learning about culture means learning about communities’ and individual’s most personal beliefs.
It is important in this class, even more so than in most, that we respect one another and remain
open to new ideas and new ways of doing things. Besides our specific academic goals, I hope
this course teaches each of us the skill of appreciating diversity in our world and of finding new
ways to look at the world around us. As we move through this course, do not hesitate to contact
me if you have questions, comments, suggestions, or concerns. I am always available by phone
or email. It is a pleasure and honor to teach and learn with each of you! I look forward to an
exciting and challenging five weeks.
Instructor Bio
Roshan Kalantar has earned a B.A. in Religion from George Washington University in
Washington, D.C.; a M.S. in Education from Loyola University in New Orleans; and a M.Div. in
Post-Colonial Religious Histories from Harvard University in Cambridge, MA. She has done
extensive research on the intersection of race, gender, and class in religious histories as well as
on the religious experience of youth and education. Her publications include, “Only God Can
Judge Me: Mapping the Religious Lives of At-Risk Youth” (Harvard University 2002). She has
worked in and with the Orleans Parish Public Schools, teaching social studies, reading, and
business, as well as designing and implementing alternative programs for high school students.
She has worked as ministerial staff in churches and universities and as chaplain to the New
Orleans Police Department. She has been teaching religion, humanities, and sociology at
University of Phoenix for four years. Roshan has a daughter, Jahan, who is two years old.
Page 3
SOC 105 Introduction to Popular American Culture
Course Standards
University of Phoenix Adult Learning Model is based on the assumption that in preparation for every
course, students will satisfy all prerequisites. During the course itself, students will achieve certain
learning outcomes. All performance assessment depends on accomplishing these outcomes.
Students are graded on achievement rather than effort. It is the responsibility of the student to come
to class prepared for each week.
The University trusts each student to maintain high standards of honesty and ethical behavior. All
assignments submitted in fulfillment of the course requirements must be the student's own work. All
assignments except those designated as ‘team’ are meant to represent the effort of each individual
student. Team projects and assignments should represent equal efforts by all group members.
Plagiarism will not be tolerated. Any plagiarized assignment will result in a zero for that assignment.
The UOP Code of Student Responsibility is an essential element of the University’s mission of
meeting the educational needs of working adults. All students are expected to conduct
themselves as mature adults and members of an academic community as defined in the
University’s Code of Student Responsibility. UOP Catalog, 2004.
COURSE DESCRIPTION
This is an introductory course on modern American culture. The course focuses on the
interactions between social forces such as advertising, media, and lifestyle and cultural trends in
modern American society. Students are asked to cast a critical eye on current trends and
changes in our culture.
TOPICS AND OBJECTIVES
Overview of Culture

Define "culture," “elite culture,” "pop culture," “ethnocentrism,” "trend," and “fad.”

Identify current social, political, personal, and religious trends.

Indicate the effects that trends have on politics and personal decision-making.
Popular Culture, Communication, and Society

Examine the relationship between popular culture, mass media, and other forms of
information dissemination.

Assess the impact of the Internet and globalization on popular culture and interpersonal
communication.

Describe the impact of the mass media on enculturation.

Identify the relationship between the media, advertising, and the formation of normative
cultural values.
Electronic Media: Music, Radio, Television, and the Movies

Identify the roles that music, radio, television, and the motion pictures have played in the
development of American popular culture.

Examine current popular trends in electronic media.

Assess the impact of electronic media advertising on consumerism and cultural values.

Describe the interaction between international cultural influences, electronic media, and
American popular culture.
Page 4
SOC 105 Introduction to Popular American Culture
Print Media: Books, Newspapers, and Magazines

Identify the roles that the print media has played in the development of American popular
culture.

Examine current popular trends in the print media.

Assess the impact of print media advertising on consumerism and cultural values.

Examine the evolution of the print media and its likely future.
Ethics and Popular Culture

Examine the legality and morality of mass cultural production and advertising methods in
creating and responding to the needs of society.

Determine the role of individual responsibility and accountability in responding to popular
culture.

Describe the relationship between media literacy and responsible consumption of popular
culture.
Page 5
SOC 105 Introduction to Popular American Culture
Point Values for the Course Assignments
ASSIGNMENTS
DUE
POINTS
All
10
Pop Culture Inventory
WK 1
10
Pop Culture in the Global Context Posting and Responses
WK 2
15
Pop Culture Trends and the Media Paper
Wk3
15
Effects of Advertising Posting and Responses
WK 4
15
Individual Evaluation
WK 5
1
Team Evaluation
WK 5
1
Team Charter
WK2
3
Critical Reading of Cultural Text Outline
WK 3
5
Critical Reading of Cultural Text Paper
WK 5
15
Critical Reading of Cultural Text Presentation
WK 5
10
Individual (70%)
Class Participation
Learning Team (30%)
Total
100
Course Changes
This syllabus DOES contain changes from the rEsource available to you prior to the start of class.
All assignments, grading policies and procedures, and point values in this syllabus take priority.
Policies and Procedures
We will follow all policies and procedures of the University of Phoenix as outlined in the
handbook.
All written assignments, should be emailed to the instructor BEFORE class on the assigned due date.
Students should email assignments with the subject STUDENTS LAST NAME: ASSIGNMENT
TITLE (for example Kalantar: Pop Culture Inventory). Any assignment received after 6:00 p.m. on
the assigned due date will be considered late and, therefore, not be accepted. To protect against
computer errors, ALL correspondence, particularly assignments, should be copied to the student when
mailed to the instructor. This will give the student/s a receipt of the date and time the assignment was
sent in case of computer error.
Note that this syllabus contains rubrics for papers and presentations, the criteria contained in
these rubrics will be the basis for all student grades. Individuals and teams should become
familiar with these criteria BEFORE beginning any written assignment or presentation.
Page 6
SOC 105 Introduction to Popular American Culture
Attendance and participation
As per University of Phoenix guidelines, students may miss one classroom meeting. Absences
beyond this will result in withdrawal from the class. Note that when a student is absent,
individual assignments should be emailed to the instructor by the assignment’s original due date
(i.e. 6 p.m. the day class meets). Students will lose participation points for any day they are
absent and for group presentations made in class without them. Note that arriving late to class,
leaving early, and not participating during in-class discussions and activities may affect individual
participation points. Students may can up to 1 participation point each week for their
contributions to discussions and activities that take place during class. Students may earn up to
1 participation point each week for contributions to their learning teams as documented in team
logs.
Late assignments
Each student may turn in ONE (only ONE per course) written assignment up to 2 days late. 1
point will be deducted for each day the assignment is late. After 2 days, the assignment will not
be accepted and the student will receive a 0. Note that this is policy applies ONLY to individual,
written assignments (for this course the papers due in Week 1 and Week 4 only). Group
assignments and internet postings must be turned in on time or will not be accepted at all.
For example, the Pop Culture Inventory due Week 1 should be turned in by 6 p.m. on Thursday,
September 28th. If the student turns the paper in anytime between 6:01 p.m. on Thursday and 6
p.m. on Friday, September 29th, 1 point will be deducted from the paper’s final grade making 9
points the highest possible. If the student turns in the paper between 6:01 p.m. on Friday and 6
p.m. on Saturday, September 30th , 2 points will be deducted from the paper’s final grade making
8 points the highest possible. No week one papers will be accepted after Saturday at 6 p.m.
In extreme cases, individual contracts for making up assignments may be worked out, in writing,
between the instructor and the student.
Feedback
You will receive feedback and assessment on all assignments via email, within one week. Each
week, you will receive an email with a file containing your current grade report, all the individual
written assignments you have turned in so far. Comments will be made throughout the text on
written assignments and a rubric will be added to the end of the paper will point values and a final
grade. Team papers and projects will be emailed to each team member, with comments, rubric,
and final grade.
At the end of this syllabus, you will find the rubrics that will be used to grade all papers and
presentations. Note that you will be asked to give feedback several times throughout the course.
Please review the rubrics BEFORE submitting any written work or presentations.
You will evaluate yourself and you learning team members at the end of the course, this
evaluation may affect your final grade. Learning Team members’ evaluations may also affect the
final grades of individual students. I will ask you to formally evaluate the course and its instructor
in the last week of class. However, I encourage and appreciate ALL feedback and invite you to
share your ideas, suggestions, and concerns as they arise.
Incompletes
In extreme cases, students may need to take an incomplete. This can only be done through the
guidelines set by the University of Phoenix Handbook and with the instructor’s approval.
Students MUST talk to the instructor before taking any action and should never assume an
incomplete is possible or approved until talking with the instructor personally and receiving written
notification.
Page 7
SOC 105 Introduction to Popular American Culture
Learning Teams
Learning teams are an essential part of the academic experience for students and Learning Team
members need to make the necessary commitment to work together to meet the criteria for
Learning Team Assignments. In addition to providing a supplemental learning environment for
mastery of course content, learning teams provide students with an opportunity to develop and
refine teamwork skills. Learning Teams are comprised of three to five students and will meet
weekly outside of class times in person, via teleconference, real-time electronic conferencing, or
asynchronous conferencing. Team grades will be awarded for Learning Team assignments.
Learning Team Assignments
The instructor reserves the right to award different grades to learning team members on their
Learning Team assignments based on the equity of their participation and contributions to the
team assignments. Equity is assessed by:
 Weekly signed Learning Team logs, submitted to the instructor on a weekly basis.
 Learning Team Peer Evaluation form completed by each student and submitted to the
instructor upon the instructor’s request.
Learning Team Logs
Each week, each Learning Team must complete and submit one unified log for the entire team’s
activity to the instructor, a learning team log documenting key lessons learned as result of team
activities, team processes and each Learning Team member’s participation in the weekly learning
team meeting. Non-participation in the weekly Learning Team meetings will be considered during
the grading process for that student and result in reduced points for the Learning Team
participation and Learning Team segments of the student’s grade. Students will earn up to 1
participation point each week for their work in Learning Teams. If no Team Log is turned in,
points cannot be assigned to any team member. Because of this, all teams should carefully
complete their logs including each team members assigned and completed tasks and
participation, as the Delta/Plus activity critiquing the Learning Team’s process each week. If the
Log is not filled out in full, Learning Team members may loose points.
Learning Team Peer Evaluation Forms
Learning Team members are required to complete Learning Team Evaluation Forms in order to
assess the relative contribution of team members to both the processes and products of teams,
and to ensure that collaboration skills of individual students are reflected. The forms are to be
submitted to the instructor in WK 5, team evaluation forms are found at the end of this syllabus.
Learning Team Charter
Students may earn up to 3 points for turning in an effective team charter incorporating the
guidelines for Creating Successful Learning Team Charters in Week 2. During the first
learning team meeting, team members should collaborate together in developing and completing
the Learning Team Charter. This exercise will help the team plan for effective achievement of
team tasks, communication, establishment of team ground rules, and minimization of conflict in
the team process.
Team members need to document on the form that they assisted in the preparation of the charter.
Each team member should receive a copy of the charter and provide the instructor with one copy
at the beginning of the second week for the course in order to receive credit. Additional
evaluation (for credit) of an effective team charter should: reflect a combination plan and group
contract that includes specific self-management strategies, project management techniques and
conflict resolution strategies. Please refer to the grading rubric for the Learning Team Charter at
the back of this document for additional details.
Page 8
SOC 105 Introduction to Popular American Culture
Learning Team Participation
Students may earn up to 1 participation point per week for the course for each Learning
Team Meeting. Team members may receive full, partial or zero credit as indicated on the Team
Log. Team members are reminded that they must be honest about all aspects of their
participation in Learning Team Meetings and their documentation on Learning Team Logs
pursuant to the University of Phoenix Code of Student Responsibility and Standards of Student
Behavior outlined in the University of Phoenix Catalog (2004).
Learning Team Presentations
Each individual team member needs to orally present a portion of any Learning Team
presentations in order to earn points for the Learning Team presentations.
Academic Honesty
Academic honesty is highly valued at University of Phoenix. A student must always submit work
that represents his or her original words or ideas, including the proper citation of source materials,
when writing or presenting course assignments. If words or ideas that do not represent the
student's original work are used, the student must cite all relevant sources. The student should
also make it clear the extent to which such sources were used. Words or ideas that require
citation include, but are not limited to, all hard copy or electronic publications, whether
copyrighted or not, and all verbal or visual communication when the content of such
communication clearly originates from an identifiable source. Learning Team products are
expected to be as free of plagiarism as individual products.
If you are uncertain about what to cite or how to cite it, ASK. I am happy to field such
questions and/or to look over drafts of papers/projects BEFORE they are turned in. Any
work that does not appropriately acknowledge resources or cites them incorrectly will be
penalized.
Note that if you have not completed the University of Phoenix Plagiarism Tutorial. This tutorial,
designed by Longman Publishing Company, is designed for use by students to help them
understand and avoid plagiarism. When you have completed the tutorial, take the series of
quizzes at the end of the tutorial.
To access the tutorial:

Go to ecampus http://mycampus.phoenix.edu

Go to Site Tools

Click on Tutorials

Select Avoiding Plagiarism and review the material

When you have completed the tutorial, save your score

Email your score to rkalantar@email.uophx.edu
Page 9
SOC 105 Introduction to Popular American Culture
Academic Preparation
The University of Phoenix Adult Teaching/Learning model specifies that in preparation for every
course, students will satisfy all prerequisites. During the course itself, students achieve certain
learning outcomes. All assessment depends upon the accomplishment of those outcomes.
Students are graded on achievement, rather than on effort. It is the responsibility of the student
to be prepared (i.e., having read all assignments and prepared all papers) for the duration of the
course.
Privacy and Confidentiality in the Online Classroom
One of the highlights of the UOP academic experience is that students can draw on the wealth of
examples from their organizations in class discussions and in their written work. However, it is
imperative that students do not share information that is confidential, privileged, or proprietary in
nature. Students must be mindful of any contracts they have agreed to with their companies.
How points and percentages equate to grades
95 +
A
84-86
B
74-76
C
64-66
D
90-94
A-
80-83
B-
70-73
C-
60-63
D-
87-89
B+
77-79
C+
67-69
D+
- 59
F
Grade Definitions
A = Clearly stands out as excellent performance. Has unusually sharp insight into material and
initiates thoughtful questions. Sees many sides of an issue. Articulates well and writes logically
and clearly. Integrates ideas previously learned from this and other disciplines; anticipates next
steps in progression of ideas.
Example: "A" work should be of such a nature that it could be put on reserve for all students to
review and emulate. The "A" student is, in fact, an example for others to follow.
B = Grasps subject matter at a level considered to be good to very good. Is an active listener and
participant in class discussion. Speaks and writes well. Accomplishes more than the minimum
requirements. Work in and out of class is of high quality.
Example: "B" work indicates a high quality of performance and is given in recognition for solid
work; a "B" should be considered a high grade.
C = Demonstrates a satisfactory comprehension of the subject matter. Accomplishes only the
minimum requirements, and displays little or no initiative. Communicates orally and in writing at
an acceptable level for a college student. Has a generally acceptable understanding of all basic
concepts.
Example: "C" work represents average work for the students in a program or class. A student
receiving a "C" has met course requirements, including deadlines.
D = Quality and quantity of work in and out of class is below average and barely acceptable.
Example: "D" work is passing by a slim margin.
F = Quality and quantity of work in and out of class is unacceptable.
Example: "F" work does not qualify the student to progress to a more advanced level of work.
Page 10
SOC 105 Introduction to Popular American Culture
Week One
Overview of Culture

Define "culture," “elite culture,” "pop culture," “ethnocentrism,” "trend," and “fad.”

Identify current social, political, personal, and religious trends.

Indicate the effects that trends have on politics and personal decision-making.
ASSIGNMENTS
INDIVIDUAL
1. Read Chapter 1 of the text Mass Media, Mass Culture.
2. Skim article “What the Market Will Allow: High Culture and Bottom Line.” Article is located on
the SOC/105 Electronic Reserve Readings page, accessed through the SOC/105 rEsource.
3. Pop Culture Inventory (due Week One)
Every day we make a variety of choices regarding the clothing we wear, the food we eat the
entertainments we seek out, and the products we buy. For several days, compile an inventory
of every artifact of popular culture that you come into contact with – music videos, fast food
establishments, comic books, and so forth. After compiling this inventory, compose a 7001050-word essay which answers the following questions:
1) What patterns are identifiable in the list of pop culture artifacts in your inventory? Are
certain sorts of items more common than others; are some themes more prevalent? If
so, are these patterns indicative of a fad (a short-term influence) or a trend (a longterm, sustained change in culture)?
2) What values are being communicated in the items in the compiled inventory? Are
convenience, pleasure, and gratification emphasized? Are health, pursuit of wealth,
and social responsibility emphasized?
3) To what extent have the values imported by popular culture directly impacted your
personal decision-making? Do you consider yourself very aware of the influence of
popular culture on your decision-making? Or has the influence been more
subconscious?
Be sure to attach your inventory to the essay.
LEARNING TEAM
1. Review the objectives from Week One and discuss additional insights and questions that may
have arisen.
2. Create a Team Charter to be submitted in Week Two. Use the Learning Team Charter
Evaluation Form at the end of this syllabus to guide you.
3. Critical Reading of a Cultural Text (parts due in Weeks Three and Five)
In sociology and cultural studies, almost anything can be considered a “text”, because
everything both reflects and informs the culture/s in which it was created and the culture/s
where it is used. For your team final project, you are asked to choose a “text” – this could be
anything from a form of electronic media, to song lyrics, to clothing, to a newspaper or
magazine ad, etc. We will discuss such texts and make a list of choices in class during Week
One.
Page 11
SOC 105 Introduction to Popular American Culture
Your team should then do a “deep” or critical reading of this text, unlocking the cultural
symbols, values and trends your teams “reads” in the text. In your critical reading, you will be
asked to take a particular perspective from which to “read” your text, you may choose a
perspective from the list below. The team’s original research should include identifying a text
you find rich in cultural values AND at least 3 scholarly articles on your perspective (i.e. race,
gender, age, etc.) and popular culture, these articles should inform your reading of the text.
In a 3500-5250-page paper, the learning team will critically read a cultural text from the
perspective of ONE of the following topics:
1) aging
2) the environment
3) religious tolerance or intolerance
4) violence
5) sexual orientation/gender identity
6) wealth and power, class, socioeconomic status
7) standards of beauty
8) race relations
The Critical Reading of a Cultural Text Paper should include a visual representation of your
text or (if that is not possible because it is a TV show or movie, etc) a summary of the text
will do. This summary and/or visual of the text is NOT included in the final word/page count
of your paper. Your paper should include a brief summary of the perspective you have
chosen, this means explaining to the reader how scholars from your perspective (with specific
reference to the scholars you read) apply their perspective to culture and cultural texts and
what they see as dominant cultural values in the U.S. with regard to their perspective. Your
paper should also include a detailed “reading” of the text you chose, explaining key symbols,
expressions, etc. in the text and the values you read into those expressions. Finally your
paper should include some discussion of the impact you believe such “texts” have on popular
culture and those who consume it. Remember to read the Written Assignment Rubric at the
end of this syllabus BEFORE writing your paper. This rubric contains the criteria that will be
used to assess your paper, be sure you are meeting these criteria when writing.
The Critical Reading of a Cultural Text Presentation should be 15-20 minutes in length and
encompass 8-10 PowerPoint® slides which will be used to illustrate your analysis and
conclusions. While a slide presentation is useful, it is not the only way to present. Be sure
that you are thinking creatively about how to engage your audience and make your point. You
may choose other visual means to engage the class than a PowerPoint® presentation, this is
fine as long as it represents the same amount of work and accurately presents the
information you want the class to know. A successful presentation will most likely include
both PowerPoint® slides and other means. The presentation and it’s format should reflect
the team’s practice, preparation and organization. Be sure to read the Presentation Rubric at
the end of this syllabus BEFORE you begin working on your presentation. This rubric
contains all the criteria that will be used to assess your presentation. Note that creativity is
one of the criteria on which you will be graded.
The Presentation should describe the key points of your team paper to the class. It should
answer the same questions described for the paper above and should find ways to engage
the class in discussion, thought, and/or activity.
A two-page outline of the Critical Reading of a Cultural Text is due in Week Three. The
outline should make clear the text you have chosen, the perspective you will take, and should
include a reference page including the scholarly articles you have chosen. The Outline may
include some tentative ideas about what values, trends, etc. you will read in your text.
The final paper and presentation are due Week Five.
Page 12
SOC 105 Introduction to Popular American Culture
Week Two
Popular Culture, Communication, and Society

Examine the relationship between popular culture, mass media, and other forms of
information dissemination.

Assess the impact of the Internet and globalization on popular culture and interpersonal
communication.

Describe the impact of the mass media on enculturation.
ASSIGNMENTS
INDIVIDUAL
1. Read Chapters 2 and 3 in the text Mass Media, Mass Culture.
2. Skim the articles “Consuming Children,” “American Popular Culture Invades Germany: Some
Like it, Some Don’t,” and “Global and Local Culture in the 21st Century.” Articles are located
on the Week 2 Electronic Reserve Readings Page, accessed on the SOC/105 rEsource.
3. Pop Culture in the Global Context Posting and Responses
Due to Internet technologies and globalization, American popular culture is being exported in
increasing speed and quantity to all corners of the earth. This assignment asks you to
identify an aspect of American popular culture that has made/is making an impact on a
culture outside of the United States.
Step 1: Student should identify at least one U.S. company whose content demonstrates some
aspect of American popular culture and its impact on a culture outside the United States.
Step 2: Students should find at least one scholarly article on the company’s impact outside of
the U.S. The article may be found in The University of Phoenix library or in scholarly journals
such as the Journal of Popular Culture. Students should be able to summarize this article in
about 2 paragraphs.
Step 3: Students should look at the company’s websites for the U.S. and any other countries
available. Students should be able to analyze this/these website/s including the differences
between the U.S. and international sites and the values, trends, and fads you believe the
company is marketing to an international market. Do you believe these values, trends and/or
fads are representative of U.S. popular culture?
Step 4: Go to http://www.roshansclass.com, click on “Class Bulletin Board” and open a new
post. In your posting you must: name the company you have identified, list the scholarly
article you read (including a full reference citation) and summarize it in about 2 paragraphs,
list the website you have reviewed (including the full web address so we can all visit the site),
your analysis (in at least 2 paragraphs) of the websites (answering the questions in step 3)
AND including any ways that the scholarly article effected your reading.
Step 5: Students may review other’s postings and the websites they examined, then respond
with their own thoughts, ideas, or comments.
Your posting and responses should be academic and appropriate in tone, grammatically
correct, well written, and MUST include in text citations if you are quoting information from
any source. You may post throughout Week 2, but MUST post no later than Thursday,
October 5th at 6 p.m. Be sure to read the Electronic Posting and Response Rubrics at
the end of this syllabus BEFORE you post. They contain the criteria that will be used
to assess your posts.
Page 13
SOC 105 Introduction to Popular American Culture
LEARNING TEAM
1. Review the objectives from Week Two and discuss additional insights and questions that may
have arisen.
2. Outline of Critical Reading of a Cultural Text Paper and Presentation Due in Week 3.
3. Critical Reading of a Cultural Text Paper and Presentation (due in Five)
In sociology and cultural studies, almost anything can be considered a “text”, because
everything both reflects and informs the culture/s in which it was created and the culture/s
where it is used. For your team final project, you are asked to choose a “text” – this could be
anything from a form of electronic media, to song lyrics, to clothing, to a newspaper or
magazine ad, etc. We will discuss such texts and make a list of choices in class during Week
One.
Your team should then do a “deep” or critical reading of this text, unlocking the cultural
symbols, values and trends your teams “reads” in the text. In your critical reading, you will be
asked to take a particular perspective from which to “read” your text, you may choose a
perspective from the list below. The team’s original research should include identifying a text
you find rich in cultural values AND at least 3 scholarly articles on your perspective (i.e. race,
gender, age, etc.) and popular culture, these articles should inform your reading of the text.
In a 3500-5250-page paper, the learning team will critically read a cultural text from the
perspective of ONE of the following topics:
1) aging
2) the environment
3) religious tolerance or intolerance
4) violence
5) sexual orientation/gender identity
6) wealth and power, class, socioeconomic status
7) standards of beauty
8) race relations
The Critical Reading of a Cultural Text Paper should include a visual representation of your
text or (if that is not possible because it is a TV show or movie, etc) a summary of the text
will do. This summary and/or visual of the text is NOT included in the final word/page count
of your paper. Your paper should include a brief summary of the perspective you have
chosen, this means explaining to the reader how scholars from your perspective (with specific
reference to the scholars you read) apply their perspective to culture and cultural texts and
what they see as dominant cultural values in the U.S. with regard to their perspective. Your
paper should also include a detailed “reading” of the text you chose, explaining key symbols,
expressions, etc. in the text and the values you read into those expressions. Finally your
paper should include some discussion of the impact you believe such “texts” have on popular
culture and those who consume it. Remember to read the Written Assignment Rubric at the
end of this syllabus BEFORE writing your paper. This rubric contains the criteria that will be
used to assess your paper, be sure you are meeting these criteria when writing.
The Critical Reading of a Cultural Text Presentation should be 15-20 minutes in length and
encompass 8-10 PowerPoint® slides which will be used to illustrate your analysis and
conclusions. While a slide presentation is useful, it is not the only way to present. Be sure
that you are thinking creatively about how to engage your audience and make your point. You
may choose other visual means to engage the class than a PowerPoint® presentation, this is
fine as long as it represents the same amount of work and accurately presents the
information you want the class to know. A successful presentation will most likely include
both PowerPoint® slides and other means. The presentation and it’s format should reflect
Page 14
SOC 105 Introduction to Popular American Culture
the team’s practice, preparation and organization. Be sure to read the Presentation Rubric at
the end of this syllabus BEFORE you begin working on your presentation. This rubric
contains all the criteria that will be used to assess your presentation. Note that creativity is
one of the criteria on which you will be graded.
The Presentation should describe the key points of your team paper to the class. It should
answer the same questions described for the paper above and should find ways to engage
the class in discussion, thought, and/or activity.
A two-page outline of the Critical Reading of a Cultural Text is due in Week Three. The
outline should make clear the text you have chosen, the perspective you will take, and should
include a reference page including the scholarly articles you have chosen. The Outline may
include some tentative ideas about what values, trends, etc. you will read in your text.
The final paper and presentation are due Week Five.
Page 15
SOC 105 Introduction to Popular American Culture
Week Three
Electronic Media: Music, Radio, Television, and the Movies

Identify the roles that music, radio, television, and the motion pictures have played in the
development of American popular culture.

Examine current popular trends in electronic media.

Assess the impact of electronic media advertising on consumerism and cultural values.

Describe the interaction between international cultural influences, electronic media, and
American popular culture.
ASSIGNMENTS
INDIVIDUAL
1. Read Chapters 9-13 in the text Mass Media, Mass Culture.
2. Skim the articles from the Week 3 Electronic Reserve Readings page, which can be
accessed via the SOC/105 rEsource page.
3. Pop Culture Trend and the Media Paper (due Week Three)
Identify current popular trends propagated by the electronic media. In what ways do these
trends and the electronic media directly impact your world view? In a 1050-1750-word essay,
assess the impact that popular culture, as constructed and disseminated by electronic media,
has had on the formulation of your world view. The essay should discuss each of the topics:
1) How popular culture trends and electronic media have formulated your views or
attitudes regarding topics such as the following (you need not address all):
a) Social responsibility and civility
b) Family obligations
c) Consumerism
d) Work
e) Happiness
f)
The human body
g) Justice, law, and order
h) Sexual identity
i)
Friendship and love
2) Regarding the influence that these trends exert on your world views, would you say
that they are conscious or unconscious? If you find that the influence has mostly
been subconscious, is there something to be gained from a more conscious
mediation of their influence?
3) Briefly assert your opinion regarding the trends in pop culture you have identified as
being most influential on your world view. Are the trends of the media’s making? Or
do they reflect something more of the consumer to whom they cater?
Use the Written Assignment Rubric at the end of this syllabus when writing your paper.
Remember that this is the criteria that will be used to assess your paper. Read it BEFORE
you write so that you can be sure to meet all the criteria in it.
Page 16
SOC 105 Introduction to Popular American Culture
Be sure to be explicit about the data you use. For example, if you assert that electronic media
have greatly influenced your sense of what constitutes a family, provide specific examples of
messages (or systems of messages) from the electronic media that have created or
reinforced this view.
4. Submit your paper to the Plagiarism Checker by the Center for Writing Excellence on the
University of Phoenix Website BEFORE turning in the final draft of your paper. Be sure to
incorporate any necessary changes identified by the Plagiarism Checker BEFORE turning in
your final draft. When you submit your paper (via email to rkalantar@email.uophx.edu) also
submit the results of the Plagiarism Checker. Note that the Center for Writing Excellence also
offers Write Point service which helps with grammar and writing skills.
To access the Center for Writing Excellence:
• Log onto the University of Phoenix website
• Click on “Services” at the top of the menu on the lefthand side of your screen, a
dropdown menu will open
• Click on “Center for Writing Excellence” near the bottom of the dropdown menu
• The center box will read “Center for Writing Excellence”, at the bottom of this box is a
link entitled “submit paper for review”; open this link
• Fill out the forms and be sure to check “Plagiarism Checker” at the bottom of the form
and submit forms.
LEARNING TEAM
1. Review the objectives from Week Three and discuss additional insights and questions that
may have arisen.
2. Outline of Critical Reading of Cultural Text Paper and Presentation (due Week Three)
It is highly advisable that a rough draft of the final paper be completed by Week Four. Note
that to receive full credit on your final paper your team MUST submit the paper to Plagiarism
Checker before turning it in AND submit the results of that checker along with your final draft
to the instructor.
Page 17
SOC 105 Introduction to Popular American Culture
Week Four
Print Media: Books, Newspapers, and Magazines

Identify the roles that the print media has played in the development of American popular
culture.

Examine current popular trends in the print media.

Assess the impact of print media advertising on consumerism and cultural values.

Examine the evolution of the print media and its likely future.
ASSIGNMENTS
INDIVIDUAL
1. Read Chapters 6-8 in the text Mass Media, Mass Culture.
2. Skim the articles for Week Four from the Electronic Reserve Readings page, which can be
accessed via the SOC/105 rEsource page.
3. Advertising Effects Posting and Responses (due Week Four)
Advertising is all around us and is very much a part of popular culture. It both influences pop
culture and influenced by it. In this assignment, you will describe how you think advertising
effects attitudes of the public. These may be cultural attitudes, consumer attitudes, anything
you see as an effect of advertising. How does advertising change the way the public thinks?
Step 1: Select two to three exemplar advertisements to illustrate your points.
Step 2: Go to http://www.roshansclass.com, click on “Class Bulletin Board” and open a new
post. First, identify the advertisements you are going to discuss, if possible include links to
websites that include the ad. If you cannot include links, be sure to cite text of the actual
advertisements and describe them thoroughly.
Step 3: Then complete your posting with a 75 – 150 word summary of what you think are the
hoped-for effects of these ads on their audience, and what you think are the actual effects.
Describe any subliminal messages that are expressed and the effects they are intended to
have.
Step 4: Students may review other’s postings and the websites they examined, then respond
with their own thoughts, ideas, or comments.
Your posting and responses should be academic and appropriate in tone, grammatically
correct, well written, and MUST include in text citations if you are quoting information from
any source. You may post throughout Week 2, but MUST post no later than Thursday,
October 19th at 6 p.m. Be sure to read the Electronic Posting and Response Rubrics at
the end of this syllabus BEFORE you post. They contain the criteria that will be used
to assess your posts.
Page 18
SOC 105 Introduction to Popular American Culture
LEARNING TEAM
1. Review the objectives from Week Four and discuss additional insights and questions that
may have arisen.
2. Critical Reading of a Cultural Text Presentation and Paper (due in Week Five)
Page 19
SOC 105 Introduction to Popular American Culture
Week Five
Ethics and Popular Culture

Examine the legality and morality of mass cultural production advertising methods in creating
and responding to the needs of society.

Determine the role of individual responsibility and accountability in responding to popular
culture.

Describe the relationship between media literacy and responsible consumption of popular
culture.
ASSIGNMENTS
INDIVIDUAL
1. Read Chapters 4-5 and 15-16 in the text Mass Media, Mass Culture.
2. Complete Self and Team Evaluations at the end of this syllabus and turn them in via email (to
rkalantar@email.uophx.edu) by 6 p.m. October 28th.
LEARNING TEAM
1. Consequences of Popular Culture Paper and Presentation (due Week Five)
Teams will submit and present their papers on the Consequences of Popular Culture.
Page 20
SOC 105 Introduction to Popular American Culture
Individual Grade Report
ASSIGNMENTS
DUE
POINTS
Class Participation
WK 1
1
Learning Team Participation
WK 1
1
Pop Culture Inventory
WK 1
10
Pop Culture in the Global Context Posting and Responses
WK 2
15
Class Participation
WK 2
1
Learning Team Participation
WK 2
1
Pop Culture Trends and the Media Paper
Wk3
15
Class Participation
WK 3
1
Learning Team Participation
WK 3
1
Effects of Advertising Posting and Responses
WK 4
15
Class Participation
WK 4
1
Learning Team Participation
WK 4
1
Class Participation
WK 5
2
Learning Team Participation
WK 5
1
Self Evaluation
WK 5
1
Team Evaluation
WK 5
1
Team Charter
WK2
3
Critical Reading of a Cultural Text Outline
WK 3
5
Critical Reading of a Cultural Text Paper
WK 5
15
Critical Reading of a Cultural Text Presentation
WK 5
10
Individual (70%)
Learning Team (30%)
Total
100
Page 21
EARNED
SOC 105 Introduction to Popular American Culture
Written Assignment Rubric
Criteria
Content
(3 of 10 pts possible)
(4 of 15 pts possible)
Points Earned:
Organization
(2 of 10 pts possible)
(3 of 15 pts possible)
Points Earned:
Voice
Excellent
Average
Information is correct,
clear, and makes sense.
Information revolves
around central question.
Paper has a clear and
stated thesis or purpose
at beginning and
summary at end. Paper
flows, makes sense, and
follows a plan.
Paper is appropriate to
assignment.
Paper is clearly written,
in a unified voice.
Failing
Information is incorrect or
unclear. Too much or too little
information, information does
not revolve around central
question.
Paper has no thesis or
summary. Paper does not
have a plan, information is
confused. Paper does not
answer question of the
assignment.
Paper is jumbled or choppy,
shows multiple authors.
(1 of 10 pts possible)
(2 of 15 pts possible)
Points Earned:
Originality*
(2 of 10 pts possible)
(3 of 15 pts possible
Points Earned:
Grammar
All information is original
or appropriately cited.
Paper is submitted to
Plagiarism Checker and
proof of submission is
turned in with final draft.
No spelling, punctuation,
etc. mistakes.
Paper has been
proofread and edited.
Information is plagiarized or
inappropriately cited.
Abundance of spelling,
punctuation, etc. mistakes.
Paper has not been proofread.
(2 of 10 pts possible)
(3 of 15 pts possible)
Points Earned:
*Note that to receive full credit for this assignment, you MUST submit is to Plagiarism Checker
BEFORE submitting your final draft to the instructor. Any errors found by the Checker should be
corrected BEFORE the final draft is turned in.
Name/ Topic:
Total Points:
Comments:
Page 22
SOC 105 Introduction to Popular American Culture
Presentation Rubric
Criteria
Excellent
Content
Information presented
is correct, well
organized, and easily
understood.
Information is
confused or incorrect
and disorganized, too
much or too little
information is
presented, information
does not revolve
around central
question.
Presentation is clear
and organized, easy
to follow and
understand. Group
clearly has a plan and
follows it.
Presentation engages
group with discussion
and/or participation.
Presentation does not
have a plan, is poorly
organized or not at all.
Group reads
information, does not
engage or include
group.
Presentation is
unique, memorable
and energetic. Group
finds new and
interesting ways to
present information.
Presentation presents
information but does
so without
entertaining the class
in any way.
Presentation does not
include any exciting
visual, audio, etc. to
add to presentation.
Each member of the
group is clearly a part
of the effort. All
members of the group
work together and
presentation is
smooth and
seamless.
Presentation is
choppy, repeats
information or
presents competing
information.
Presentation does not
work as a single unit.
(3 of 10 pts possible)
Average
Points earned:
Presentation
(2 of 10 pts possible)
Points earned:
Creativity
(2 of 10 pts possible)
Points earned:
Group
(1 of 10 pts possible)
Points earned:
References
(2 of 10 pts possible)
All work is original or
correctly cited.
Failing
Work is
plagiarized or
incorrectly cited.
Points earned:
Group Members/ Topic:
Time:
Total Points:
Comments:
Page 23
SOC 105 Introduction to Popular American Culture
Electronic Posting Rubric
Criteria
Excellent
Content
Information is
correct, clear, and
makes sense.
Information revolves
around central
question.
Posting has a clear
and stated thesis or
purpose at
beginning and
summary at end.
Posting flows and
makes sense.
Posting answers the
question assigned.
Posting is clearly
written, in a unified
voice. Tone is
respectful,
professional,
collegial, and critical.
(4 of 15 pts possible)
Points Earned:
Organization
(3 of 15 pts possible)
Points Earned:
Voice
(2 of 15 pts possible)
Points Earned:
Originality
(3 of 15 pts possible)
Points Earned:
Grammar
(3 points possible)
Points Earned:
Average
All information is
original or
appropriately cited.
No spelling,
punctuation, etc.
mistakes.
Paper has been
proofread and
editted.
Name/ Topic:
Total Points:
Comments:
Page 24
Failing
Information is incorrect or
unclear. Too much or too
little information,
information does not
revolve around central
question.
Posting has no thesis or
summary. Information is
confused. Posting does
not answer question of
the assignment.
Tone of posting is too
casual or is disrespectful.
Includes language,
content, or attitude that is
inappropriate to a
classroom/ business
environment. .
Information is plagiarized
or inappropriately cited.
Abundance of spelling,
punctuation, etc.
mistakes. Paper has not
been proofread.
SOC 105 Introduction to Popular American Culture
Learning Team Evaluation Form
Course: _________________________________
Date: _____________
USING THE SCALE BELOW, INDIVIDUALLY RATE EACH MEMBER OF YOUR LEARNING
TEAM, INCLUDING YOURSELF.
1 = Strongly Disagree
2 = Disagree
3 = Agree
4 = Strongly Agree
Name of Learning Team Member:
Preparation
Research, reading, and assignment
complete
Attendance
On-time and stayed
for duration
Participation
Contributed best
academic ability
Interpersonal Relations
Positive and productive
Between Meeting Communication
Initiated and responded appropriately
Overall Contribution score:
INDIVIDUAL QUESTIONS FOR REFLECTION
1. What are the most important concepts you have learned from the Learning Team experience?
2. How will you use this learning to improve both personally and professionally?
Page 25
SOC 105 Introduction to Popular American Culture
Grading Rubric for Learning Team Charter
Criterion
Unsatisfactory
Did not type
responses.
Satisfactory
Typed responses.
Exceptional
Typed responses.
Did not use complete
sentences. Did not
thoroughly answer all
questions
Thoroughly answered
all questions in
complete sentences.
Thoroughly answered
all questions in
complete sentences.
Multiple
spelling/grammar
errors.
Only 2-3 spelling
and/or grammar
errors.
0-1 spelling and/or
grammar errors.
Language in 69% or
fewer of all answers
tends to be negative
in tone, quality and
wording.
Ground rules set forth
in language that
identified specific
rules of behavior in
69% or fewer of all
written items.
Language in 70-89%
of answers is positive
in tone, quality and
wording.
Language in 90% of
all answers is positive
in tone, quality and
wording.
Ground rules set forth
in language that
identified specific
rules of behavior in
70-89% of all written
items.
Ground rules set forth
in language that
identified specific
rules of behavior in at
least 90% of all
written items.
Conflict Management
Conflict management
guidelines set forth in
language that
identified specific
guidelines and
progressive steps to
manage conflict in
69% or fewer of all
written items.
Conflict management
guidelines set forth in
language that
identified specific
guidelines and
progressive steps to
manage conflict in
70-89% of all written
items.
Conflict management
guidelines set forth in
language that
identified specific
guidelines and
progressive steps to
manage conflict in at
least 90% of all
written items.
Points
0
1 -2
3
Charter
(All Sections)
Ground Rules
Page 26
SOC 105 Introduction to Popular American Culture
Creating Successful Learning Team Charters
1. What are the ways the team members will meet?
2. What are the days, times for meetings?
3. What is the contact information for each team member (i.e. phone, email, cell phone, fax,
etc)?
4. What are the guidelines for those team members who refrain from attending or neglect
their responsibilities- especially when it comes to ‘signing’ that they participated in the
Learning Team Meeting and activities (on the team logs)?
5. What are the guidelines pertaining to arriving late or leaving early?
6. What are the guidelines about our roles, responsibilities to each other i.e. how we will
ensure that one team member doesn’t ‘hold all the cards’-information-especially right
before a final presentation.
7. What are the guidelines about creating a proactive process in the event of a team
member’s absence (i.e. do we negotiate with the instructor to present our material the
week before its due, do we tape the missing person’s portion etc).
8. What are the guidelines pertaining to individual behaviors such as:
 Interruptions in the middle of someone else’s conversation.
 Language-the definition of ‘respectful language’- i.e. use of non-toxic
language- no ‘you’ statements, name-calling, threatening language, no
flaming emails, tone in addressing each other, no rapid fire exchanges.
 Names-how will we address each other.
 Time-how will we ensure there is enough time for each team member
to speak.
 Listen-how will we listen to each other, i.e. summarizing techniques,
reflective listening techniques.
 Differences-how will we express our differences of opinion.
 Interests-how will we get our individual needs met with regard to our
assignments.
 Brainstorm-what are the guidelines when we generate options
 Critical analysis what are the guidelines to critically analyze our options
and final projects so that we turn in the best academic work possible.
 Academic honesty-how will we ensure that we refrain from plagiarism
and adhere to the UOP standards of academic honesty.
 Breaks-when we meet in-person or via teleconferencing how will we
take breaks and how do we negotiate our need for additional breaks
 Speak-up-how will we state what’s on our minds.
 Questions-how will we set up a plan to answer each others’ questions
in a respectful manner.
 Non-verbals-what are the guidelines pertaining to non-verbal behavior
i.e. table pounding, rolling eyes, staring.
 Tone-of-voice-what is the appropriate tone of voice to use when
speaking with each other.
 Focus-how will we stay on task.
9. What are the guidelines around confidentiality?
10. Others?
Page 27
SOC 105 Introduction to Popular American Culture
Sociology 105
Team Evaluation
October 2006
Aurora Campus
Please answer all of the following questions as completely and truthfully as possible.
Remember that these answers and the answers of your team members may affect your
final grade. You may use as much room as you need to answer each question.
Team
1. What did you do that helped your team? Describe.
2. What could you have done better or differently that would have helped your team?
Describe.
3. Describe how your team divided up the work for this course. Be specific.
4. Who on your team (besides yourself) worked extra hard? How?
5. Who on your team should have worked harder to contribute more evenly to the team?
How?
6. Describe the work you did for your team during this course. Be specific (for example
“wrote intro and conclusion for team paper, created ppt and assigned tasks for
presentation”).
7. What new thing did you do for your team during this course? Describe what you did and
how it felt.
8. What grade would you assign your team for this course? Why?
9. What grade would you assign yourself for your work in your team? Why? Note: if you
believe your personal grade should differ from that of your team, be sure to explain why.
Page 28
SOC 105 Introduction to Popular American Culture
Sociology 105
Individual Evaluation
October 2006
Aurora Campus
Please answer all of the following questions as completely and truthfully as possible.
Remember that these answers and the answers of your team members may affect your
final grade. You may use as much room as you need to answer each question.
Individual
1. What do you think you did best during this course? Why/ How?
2. What could you have done better during this course? Why/How?
3. What new thing(s) did you do during this course? Describe what you did and how it felt.
4. What grade would you give yourself for the individual portions of this course? Explain
why.
5. Did you work more/less/same in this course as in most courses you’ve taken? Explain
your answer.
Page 29