Syllabus

Introduction to Sociology SSC-105-OA

Intersession 2019

January 2nd, to January 18th, 2019  

Three Credit Course

Instructor:         Gail Scaramuzzo, Ph.D.

Phone: 570-241-2014

E-mail: gail.scaramuzzo@falcons.lackawanna.edu

Office Location:        Online at the above e-mail address

Office Hours:            Students can reach me through the falcon’s e-mail or my cell

                                   Phone. I will answer e-mails within 24 hours and I can be reached

                                   On my cell phone between the hours of 10:00 AM and 10:00 PM.

                                   Please leave a message if I am not available and I will return your call as soon as possible after your message is left. Please do not use any other email to communicate with me, other than the falcon's email. I will not open any other email address.

 Resources:

Primary Text Reference:

Introduction to Sociology, 11thEdition, Tischler, Henry L. ISBN 978-1-333-58808-5 (A reference copy is available for use in the reference section of the library). You may also use other editions of the book. PowerPoint outlines are attached in the Handouts as reference also.

Secondary Reference: Go to openstaxcollege.org, click on “Our Books” then click on the Introduction to Sociology 2e book cover. There are then links to the book and student resources on the right.

Additional External Resources (These are optional, but contain pertinent information regarding the creation of society from pre-historic times to the present):

The Chalice and the Blade – Rianne Isler, author

Guns, Germs, and Steel – Jared Diamond, author

Description:

 Sociology is the scientific study of human society and social interaction. All of us, of course, already have considerable experience living in society and interacting with other people. Sociology, however, is an unfamiliar way of looking at the familiar. It should help us understand our experience in a more critical way, and, therefore, to use that experience more effectively. As an introduction to the discipline of Sociology, this course is organized as a skills as well as a survey class. That is, in addition to acquainting you with the basic concepts used by sociologists to explain everyday social interaction; this course will give you elementary skills with which to “decode” society and social life. It is also designed to help you gain some insights on how to act on this knowledge.

This course and its syllabus are built around Henry Tischler’s, Introduction to Sociology. You will be presented with all of the basic concepts, methods, and theories common to the discipline and will be given examples of actual work activities of sociologists when they study diverse social behaviors as well as controversies, which are ongoing in Sociology. In addition to developing skills for understanding social life in the United States, we will be making comparisons of social life as experienced by people globally

Objectives:

By the end of this course, the student shall be able to satisfy the following outcomes and expectations:

1.     Describe, analyze, and contrast the basic value positions, or perspectives, which generate and shape our goals

2.     Observe, analyze, and understand the basic processes of social life, which includes developing a critical understanding of the social research methods by which we discover these processes

3.     Comprehend the patterns and direction of social change

4.     Gain an appreciation for the interconnectedness of U.S. and Global Affairs

5.     Develop an understanding and appreciation of diversity and multi-cultural issues

6.     Develop the skills to enable you to understand the social world, to draw conclusions about aspects of it, and to develop policies designed to effect changes necessary for remaking the world.

 

Requirements:

The Study of Sociology

Chapter 1: The Sociological Perspective

Chapter 2: Doing Sociology: Research Methods

 Topics covered:

1.       To discover what makes sociology a social science

2.       To discover how sociology is different from and similar to other disciplines

3.       To understand how sociological perspectives were developed and employed by early sociologists, first in Europe, and then later in the United States

4.       To understand the major theoretical perspectives used by sociologists

5.       To explore the research process in order to develop criteria for evaluating sociological research, as well as understanding where researchers can go wrong...

6.       To understand how bias creeps into social research, and what steps sociologists take to try to avoid it.

The Individual in Society

Chapter 3: Culture

Chapter 4: Socialization and Development

Chapter 5: Society and Social Interaction

Chapter 6: Social Groups and Organizations

Chapter 7: Deviant Behavior and Social Control

 Topics covered:

1.       To understand what makes us different from other animal species and what makes human society unique

2.       To understand how individuals develop and learn how to be a member of society

3.       To understand how and why children develop as they do

4.       To understand the various elements of human interaction

5.       To understand the dynamics of human behavior in groups

6.       To understand the nature of social groups and organizations

7.       To understand what determines deviant behavior and features of the criminal justice system in the United States

Social Inequality

Chapter 8:   Social Class in the United States

Chapter 9:  Global Stratification

Chapter 10: Racial and Ethnic Minorities

Chapter 11: Gender Stratification

 Topics covered:

1.       To understand social inequality and the extent of economic inequality in the United States

2.       To understand the unequal distribution of privilege, rewards, opportunities, power, prestige, and influence differences that exist in the world

3.       To understand how race or ethnic background, gender, and age have been used historically as a basis for unequally distributing rewards and privileges

4.       To understand the definition of gender and the implications for gender distinction

Institutions

Chapter 12: Marriage and Alternative Family Arrangements

Chapter 13: Religion

Chapter 14: Education

Chapter 15: Political and Economic Systems

 Topics covered:  

1. To understand the different forms of the family in today’s society

2. To understand the elements and major types of religious belief

3. To understand what goes on in our classrooms and our schools and the

    organization and operation of our educational system

              4. To understand some of the social issues facing American education today

5. To understand what power is, how it is exercised, how and why the

     government is organized the way it is, and how the economic system  

     influences politics and the government and vice-versa

Social Change and Social Issues

Chapter 16: Population and Urban Society

Chapter 17: Health and Aging

Chapter 18: Collective Behavior and Social Change

 Topics covered:

  1. To understand the basic functions of the state and the basic features of

         capitalism

2.       To be able to describe the basic features of political democracy

3.       To be able to understand the link between demographic factors and health and to be able to describe the three major models of illness prevention

4.       To be able to understand the life cycle of social movements and to describe the attributes and types of crowds

5.       To be able to contrast differing ideologies and show how they influence social change

Evaluation:

On or before the end of the first week of the course (January 6th,  2019 by 11:55 PM) you will be asked to write an Autobiography. Please make certain it is in-depth and speaks to the reasons you are choosing to obtain a college education and why you feel this course will be of benefit to you. This will count as 46 points toward your grade. I require at least 300 words of substantive informational input for this assignment. You will also be asked to complete a Course Navigation, and a Syllabus Quiz. The Course Navigation Quiz and the Syllabus Quiz are listed in the assignment area as online quizzes, and must be completed by Saturday, January 5th, 2019 by 11:55 pm. The autobiography is located in the Discussion area under the Topic “Let’s Get to Know One Another. The Course Navigation Quiz and the Syllabus Quiz are worth 15 points. You will find these and the directions for each in the Assignment section of your course page. Each quiz MUST be completed as instructed. Please make certain that you follow these instructions. I CANNOT accept any assignment that is late or that is not submitted properly. Please don’t ask me to do this. Have a backup computer in case yours doesn’t work, give yourself enough time to make alternate arrangements if there’s a glitch. PROCRASTINATION CAUSES FAILURE! This is a very intense course and all assignments and requirements must be posted timely and in the right places for you to succeed. You will also find other pertinent study and research aids in the HANDOUT area. During the first week of class, I expect you to complete your autobiography and comment on a fellow learner’s autobiography, as well as complete posts to the initial discussion questions, the responses and the teamwork assignments for the first week.

 There will be a teamwork project during this course. Teams will be assigned by me. Each week, by Wednesday of that week, each team member of the team assigned to them, will find and post an article that is pertinent to the topic discussed in one of the two questions for that given week. Then, by the end of the week (Sunday, at 11:55 PM for the first two weeks and Friday, at 11:55 PM on the third week), each team member of a given team will synopsize another team member’s posted article and state why it helped to expand the topic in question. If you do not understand, or are confused by this assignment, please contact me as soon as possible so you don’t lose points.

 Each week there will be two (2) discussion questions posted.  You must participate and post a reply to each question by Wednesday of each week (Except for the first week where the due date is Friday). This is done so that there is time to expand the discussion prior to the end of the week. (I expect substantive answers. You must contribute pertinent content that relates to your text and submit external research (submit a citation for the research) you have found that will contribute to the topic discussion. Perhaps you can find something you can use in the teamwork articles that are posted.) You must respond to each DQ question topic, first giving your input regarding the topic and then participating in a discussion about the topic with fellow learners. Your grade will depend on the depth and breadth that you give to each topic. I expect to see post for each of the initial questions and three replies to other learners (or to me) before Sunday of each week.  (One or two sentence posts with general comments like, “great post.” Or, “I wish I said that.” will not be counted You must post at least 300 words of critical thought for each post, with at least one external resource added as an in-text citation). Each initial post to the two initial questions is worth up to 40 points for a total of 80 points for the week. You must post 2 times during each week (By Friday of the first week and Wednesday of the following two weeks.). Then at least three (3) more replies before the end of each week. Replies are worth 20 points each for a total of 60 points each week. As you know, an intersession course is a very condensed method of learning. I must have full participation so that we can cover all of the work necessary for you to absorb the extensive material that is being provided. I too will be participating in the Threaded Discussions as the moderator and I will interject some comments and questions. Remember: Reply at least three (3) times, substantively, for full credit. It doesn’t matter what time of day that you respond, since this is an on-line course where you work at your own pace in your own time frame. However, you must post an answer to the two initial discussion questions and reply at least 3 times during the week, and post your article and synopsis, each week, or you will be dropped from the course. Follow the timelines for submission on the home page.  (This is how attendance is tracked.) This is an intersession course, beginning on January 2nd   and ending on January 18th, 2019. So, in order to document that you are in class for that period, you must reply the required number of times each week, or you will be dropped from the course.  Please note: If you do not answer the 2 initial questions before the deadline posted on the home page, you will receive a zero for that question for that week.

 There will be several Topics listed. They will be labeled as “Let’s Get to Know One Another”. (Post Your autobiography here); Daily Discussion Questions, and Teamwork (Discussion and Article Synopsis and Posting). The Topic called “Let’s Get to Know One Another”.  is also self-explanatory

The Topic called General Questions is an area where you can post questions that may be of interest to all fellow learners. If you have a personal question, please post it in the section designated for personal questions and I will post a personal response. Use these areas for all three weeks of the course.

Your teamwork assignment will be as follows:  

Each week you will do some research and find an article that is pertinent to the topic I assign to your team.  This will be posted in the teamwork section of the course before Friday for the first week of the course and each Wednesday for the next two weeks before 11:55 PM). Then each team member will read another team member’s article and create a synopsis of the article and post the synopsis as a reply, then explain how it pertains to the topic assigned to the team. This will serve as a journal for what you are learning as you move through the course.

 Please contact me immediately if you have any questions. If this is done correctly, it should assist every team member since the assignments will be geared toward helping you to absorb the material more thoroughly.

 Each week’s teamwork assignment will be worth a total of 20 points. (The assignment is worth up to 10 points for the article posted and up to10 points for the analysis and synopsis of the chosen article.) Teams will be assigned by me. Please check the Team assignments in the Discussion area of the first week of the course. Work with each other and collaborate so that there is no overlap. Duplicate articles will not be given credit.

 In response to your assignments, your grades will include the following format:

1.       What was expected (see the criteria listed above)?

2.       What you did well (I will comment at the end of your paper).

3.       Where you could improve (I will comment at the end of your paper).

4.       Writing skills (Since you are a college student, I will require that you provide scholarly writing and resources. PLEASE do not use Wikipedia as a resource. It will not count, and you will have 2 points deducted from that specific assignment!)

5.       Why you received the grade that you did (I will explain at the beginning of your competed research paper).

 You will also have points deducted for:

1.     Incorrect spelling (up to 10 points)

2.     Absence of scholarly input. Please do not use slang, or text shorthand. (up to 5 points)

3.     Incorrect usage of in-text references (up to 5 points)

4.   Less than300 words in each assignment for the week (2 posts and 3 replies).

5.  Absence of an exterior research source in your discussion posts. (5 points)

 Please feel free to call on me to discuss any difficulties you may be having. Again, I respond to all e-mail within 24 hours. Please only communicate with your Falcons email to my Falcons email. I do not respond to any other email I answer telephone calls between the hours of 10:0 AM and 10:00 PM each day the course is in session. If I don’t answer immediately, leave a message and I will return your call as soon as possible.

 Online Course Attendance Policy

Students enrolled in credit-bearing courses at Lackawanna College will fail any course(s) in which they accumulate absences beyond the maximum number allowed. This pertains to online courses as well.

 Attendance is defined by participating in an academic activity within the online classroom, which includes making posts and replies in a course-related graded discussion forum or submitting a course-related written assignment. Activities (Syllabus quiz, Course Navigation Quiz, Academic Honesty Pledge, Autobiography) not related to the aforementioned activities will not count for attendance purposes.

 Students that fail to participate in an academic activity as described above in the online classroom prior to the last day to drop/add will automatically be dropped from the course.

 You are required to engage in the discussion by making an initial post to your instructor’s prompt by the assigned day of the week, and then submitting the required number of replies by the end of the week.

  • Students who do not participate in any course-related discussions AND who do not submit any course-related assignments for ONE week will be DROPPED from the course. It is the responsibility of the student to formally withdraw from the course at the Registrar’s office.

 Online Course Discussion Policy

In order to understand, remember, and benefit from what we learn in class, discussion and interaction are critical. Responses such as, “I like what you said.” “I agree.” Or “Good thinking.” are NOT acceptable. Also, you should NOT simply repeat what someone else has already said.

Good Discussions in Course Resources will help you, but you should also use this rubric to gain all possible points for your contributions and, more importantly, to get the most out of our class discussion!

Ask yourself the following questions to help guide you in having a great discussion:

  • Did I answer the discussion questions directly demonstrating a clear understanding of the material that promoted conversation?
  • Did I support my answers to the discussion questions with research and reading?
  • Did I make the required number of replies to my classmates?
  • Did I continue the conversation with peers that replied to my discussion?
  • Did I answer any additional questions the instructor may have asked?
  • Are all of my responses detailed and clear?
  • Did I make my initial post and replies by the assigned due dates?
  • Did I relate my responses to the course reading, notes, and/or personal life?
  • Did I provide the class with a response that is non-generic and inspiring – meaning that they learned from what I have contributed and can continue the conversation
  • Did I use proper grammar, spelling and netiquette?
  • Did I meet the criteria for the number of words required in each post and reply?
  • Did I include an in-text scholarly citation that supported my input in each post and reply?

 Responses that do not move the conversation forward by providing information to which others can respond and build upon will negatively affect your weekly score.

 Withdrawal Policy

A student has the privilege of withdrawing from any courses or from the College itself without academic penalty up to and including the final date for withdrawal indicated on the College calendar.

To withdraw officially from a course or from the College, a student must obtain the proper withdrawal form from the Student Affairs Office or from your Center Director, complete this form and submit it to the Registrar's Office before the final day for withdrawal without academic penalty as indicated on the College calendar. If a student stops attending a course for which he/she is registered after the published census date (end of drop/add) without having officially withdrawn from the course, the student will be assigned an AW (penalty-grade failure) for the class. No exceptions will be made.

Students who violate the College's Academic Integrity Policy and fail a course in consequence may not exercise the withdrawal privilege in that particular course.

 Financial obligations to the College will be determined according to the Refund Policy.

 Instructor Policies

  • All emails and responses posted in the General Questions section of the forum will be answered within one day.
  • All assignments will be graded within 3 days of the assignment due date
  • There will be no “extra credit.”
  • If your assignments are not handed in on time, you will receive a zero
  • If you do not post properly and on time, each week, you will receive a zero and be dropped from the course.
  • If your input is not substantive, communicated well with research added, as well as being grammatically correct with no misspellings, points will be deducted for any and all deficiencies.

Grading

Letter Grade

Numeric Range

Quality Points

A

96 – 100

4.0

A-

90 – 95

3.67

B+

87 – 89

3.33

B

83 – 86

3.0

B-

80 – 82

2.67

C+

77 – 79

2.33

C

73 – 76

2.0

C-

70 – 72

1.67

D+

67 – 69

1.33

D

60 – 66

1.0

F

0 – 59

0

 Rubrics:

Rubric for Discussion Question Posts

80 points per week for a total of 240 points

What Should I Do?

Points Available

Did I do This?

Where?

Points Earned

Post answers to both discussion questions directly demonstrating a clear understanding of the material, support your response with research or reading, and promote conversation 2 posts per week containing at least 300 words. Initial posts are due on Friday for the first week and by Wednesdays for the next two weeks by 11:55 PM.

 240 for the course

 

 

 

Continue both conversations with at least 3 more replies, to fellow learners and/or the instructor. Each reply must contain at least 300 words and must be submitted before Sunday for each week.

 120for the course

 

 

 

Make certain you use correct grammar, spelling and syntax. Also, make certain you use proper netiquette

-2 for each error

 

 

 

Please respond to other learners and to your instructor in a civil manner using proper netiquette. We can disagree without being disagreeable. Scholarly input is educational, not adversarial.

 

 

 

 

To make certain you understand, remember and benefit from what we learn in class, discussion and interaction are critical. Responses such as, “I like what you said”, “I see”, “I agree”, or “Good thinking” are NOT acceptable. You must also make certain you don’t repeat what others have said. You will not receive credit for these types of answers.

No credit

 

 

 

Read the Good Discussions document in the HANDOUTS and LINKS section of the course and in this syllabus. It will help you, but you should also use this rubric to gain all possible points for your contributions and, more importantly, to get the most out of our class.

 

 

 

 

Be certain all responses are clear and substantive. The initial posts for the discussion questions

 

 

 

 

Make certain that all responses are detailed and relate to the course readings and notes, your own everyday lie, or both. This will ensure that you provide your fellow learners with something that is not generic and will help all of us learn from what you have contributed.

 

 

 

 

Additional Participation Rubric:

What should I do:  Please make certain that after you answer the initial questions, that you post at least three replies as additional input in the discussion area for that specific week.  These posts must be substantive and pertain to the topics relating to the questions and your text and to the contributions of your fellow learners or to me. They must be at least 300 words in length and must be supported by scholarly sources that are posted with your answers. (Please use APA citation form).

Points Available: Each answer is worth up to 20 points depending on the depth and content of the answers. 6 points will be deducted if word content is less than 300 words, or if a citation is missing.

Did I do this: You can use this section to help you to monitor your own progress and double check that you have met each requirement successfully.   _____________________________________________

Where? Please identify exactly where you believe you have met each requirement. If there are outside sources that are required, maintain a record in case you need to validate your efforts to your instructor. ________________________________________________________

Points earned: You will find the points earned after each assignment            has been completed in the assignment tab of your course.

 Teamwork Rubric

Point Value: 160 points

  • Choose an article that expands the body of knowledge regarding the topic assigned.
  • Post the article in your team’s teamwork assignment area by Friday for the first week and by Wednesdays for the second and third week. Make certain the article is posted on time and is from a scholarly source that will expand our knowledge base specific to the topic assigned.
  • Synopsize a fellow learner’s posted article and indicate why it is pertinent to the topic that we are discussing.
  • The article posting is worth up to 10 points and the article synopsis is also worth 10 points.

Due Dates and Late Penalties

  • No Late work will be accepted. No exceptions!

Academic Integrity

Academic dishonesty in any form, such as plagiarism and cheating, will not be tolerated. Sanctions will include an automatic F for plagiarism, but the severity or frequency of the violation may result in dismissal from the College as well. Please see the Student Handbook for a complete explanation.

The following are among the forms of dishonesty, in a classroom of any type, for which sanctions may be applied:

  • Using books, notes or other materials during an examination, unless expressly permitted;
  • Using purchased essays, term papers or preparatory research for such papers;
  • Copying others' work or engaging in unauthorized cooperation during an assignment or examination;
  • Allowing another student to copy from an examination or other assignment intended to be performed independently;
  • Borrowing from published works, whether the material is taken verbatim or with minor alterations, without proper and/or sufficient acknowledgment;
  • Submitting as one’s own work originally done by someone else;
  • Submitting the same written report in more than one course without prior approval from the instructor(s) involved;
  • Stealing examinations or assignments;
  • Supplying or selling examinations or assignments;
  • Misrepresenting statements concerning work submitted;
  • Falsifying or fabricating experimental data or results;
  • Falsifying or fabricating the need for extensions on papers or make-up examinations.
  • Misrepresenting identity in an online course

(Please see student handbook for more information)

Disability Statement

Lackawanna College is an Affirmative Action, Equal Employment Opportunity institution.  Students with disabilities and other needs should feel free to contact the instructor privately if there are services and adaptations which can be made to accommodate specific needs.  Students who are having difficulties with class material are strongly advised to seek assistance in the reading and writing lab.  If you feel that you have a disability that has not been formally documented, you may meet with Mrs. Christine Kiehart in the Disability Services office to discuss your options. Please note that disability services do not include exemption from participation requirements in courses considered part of the School of Distance Education, including online and hybrid courses.

Lackawanna College Notice of Nondiscrimination

Lackawanna College will not discriminate in its educational programs, activities, or employment practices, based on race, color, national origin, sexual orientation, disability, age, religion, ancestry, union membership, or any other legally protected classification. Announcement of this policy is in accordance with State Law including the Pennsylvania Human Relations Act and with Federal Law including Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and Americans with Disabilities Act of 1990.

Title IX of the Education Amendment of 1972 is a federal civil rights law that prohibits discrimination on the basis of sex in federally funded education programs and activities. Lackawanna College is committed to providing an educational and work environment that is free from unlawful sexual discrimination including sexual harassment, sexual violence, and gender based harassment. 

In accordance with Title IX of the Education Amendments of 1972, Lackawanna College will not tolerate any forms of sexual misconduct including but not limited to: sexual harassment, sexual assault, sexual violence and gender-based harassment by employees, students or third parties. This includes prohibiting discrimination against pregnant and parenting students. The College also prohibits retaliation against any person who makes a claim of discrimination or harassment or who provides information in such an investigation. This policy applies to admissions, employment, treatment and access to all programs and activities that take place either on or off the campus at Lackawanna College. 

Lackawanna College will fully and promptly investigate all allegations of sexual misconduct and will take action reasonably designed to resolve the complaint in an equitable manner, end a hostile environment if one has been created, prevent its recurrence, and, when appropriate, take steps to remedy its effects on individuals and the college community.

Lackawanna College complies with Title IX and all other federal laws and regulations that prohibit discrimination in education programs or activities receiving federal financial assistance.

Reports or inquiries regarding nondiscrimination should be made to:

Title IX Coordinator/ Executive Director of the Student Wellness Program, Marsha Pigga, Angeli Hall, Room 102, 501 Vine Street, Scranton PA, 18509 (570) 955-1466/ (570) 677-7589, piggam@lackawanna.edu.

Equal Opportunity and Affirmative Action inquiries: Georgia Egan, Affirmative Action Officer/Director of Continuing Education, Angeli Hall, Room 300C, Vine Street, Scranton PA (570) 961-7815, EganG@lackawanna.edu or Gopu Kiron, Affirmative Action Officer/eLearning Director, Angeli Hall, Ground Floor, Vine Street, Scranton PA, (570) 504-7929, kirong@lackawanna.edu.

Additional information regarding Title IX requirements and how to file a complaint with the Office of Civil Rights: Office of Civil Rights at www2.ed.gov/ocr, 800-421-3481. Philadelphia Office: Office for Civil Rights U.S. Department of Education, The Wanamaker Building,100 Penn Square East, Suite 515, Philadelphia, PA 19107-3323 Telephone: 215-656-8541, Email: OCR.Philadelphia@ed.gov.   

Portfolio and Coursework

Lackawanna College will empower you to experience learning by inspiring your critical thinking, accessing your talents and skills, motivating you toward a career choice, and encouraging you to make a difference. In evidence of this learning, the College requires a graduation portfolio containing Career Documents, including a résumé, two letters of recommendation, and a career exploration; Core Coursework, including a research paper from College Writing; three sample papers or projects from Major Coursework; and a Lackawanna College Reflection Paper.

 

Course Schedule

WEEK ONE THROUGH WEEK THREE

 

Topic

Course Objective Met

Related Assignment, Assessment, or Learning Activity

Week One

General Overview of course

Creates the groundwork for functional participation in course

Course Navigation Quiz and Syllabus Quiz. Autobiography and discussion questions.

 

 

 

 

 

 

The definition of sociology; the major sociological theories; sociological research methods

Objective #1, #2 and #3

 

Research articles and discussion of pertinent information in specific to chapters #1 and #2 in the text

 

Discussion and study of different cultures and their impact on global society

Objective #4

Review of assigned teamwork project and assessment of discussion input

 

Discussion of socialization and development in children and adults. Input is also given regarding the function of social groups as agents of socialization.

Objective  #6

 

Teamwork project input examines the depth of knowledge each learner brings to the table.

 

Topic to discuss is the major elements of social interaction and socialization and how society is structured and organized.

Objective #5

 

Review of ongoing research for paper in the teamwork section.

 

The topic discusses the impact of social groups and organizations on society

Objective #6 and #3

Input from learners regarding the topic in the discussion area indicates growing knowledge of the subject.

 

The topic discusses deviance and social control and how it creates societal damage and improvement.

Objective #3 and #4

Input from learners will document the strengths and weaknesses so that individual attention can be given at this point in the course.

 

 

 

 

 

Week 2

The topic discusses the different social classes in the U.S...

Objective #4 and #6

The assignments in the teamwork section will support assessment of the goals that require achievement.

 

The topic will be the impact of stratification on life chances especially for the poor, women and the middle class.

Objective #1 and #6

Input from learners will document the strengths and weaknesses of each student so that specific, individual input can be given during discussion area.

 

The topic gives input regarding race and ethnic minorities and how it is changing the world in which we live.

Objectives #1, #2, #3, #4, #5 and #6

The readings and the discussion input as well as the teamwork function of the course, should help to ascertain the growing educational level of each student at this point.

 

The topic is very pertinent to this class. Gender stratification in today’s world is constantly changing and each society member requires the knowledge to help them to deal with it.

Objectives #3, #5 and #6

Assessment of this topic will be broad reaching and diverse. It is always a very difficult discussion to assess because of the diverse views of each student regarding their personal opinions on gender issues.

 

Discussion will be geared toward issues pertaining to family and marriage and the changing definition of “family” and “marriage.

Objectives  #1 through #6

Assessment by instructor is a major factor in students’ success. However, input from students helps to broaden instructor knowledge and increase awareness of individual student needs and requirements.

 

Discussion will focus on societal religions and their impact on all society members.

Objective #1, #3 and #6

Teamwork research and chapter review along with the discussion input creates a very good assessment tool for this topic.

Week 3

Chapter Fourteen discusses education. This topic always brings a lot of input since it is a factor that impacts each student who is enrolled in College.

Objectives #1 through #6

Chapter review and discussion prove to be the tools that are most beneficial to the students and help the instructor to assess the absorption of information for each student.

 

 

The topics of politics and economics are discussed in the discussion area.

Objectives #4 and #6

The prime assessment tool in this course is definitely the discussion area and the teamwork area. Research is very important and this can be assessed through the teamwork area.

 

The topic is health in the U.S. and globally

Objective #4

Chapter 16 is discussed over a two week period and assessment of the information will be garnered through review of teamwork input and discussion input.

 

The topic is the Aging of America

Objectives #2, #3 and #5

 Chapter 16 is discussed regarding the aging process and overview of the input of the students in the discussion area and their research papers will determine the depth of their knowledge of the subject

 

The topic is an overall review of all 16 chapters.

The topic for today is a follow up to the question posed at the beginning of the course. The student will answer the question posed as to the differences in their thought process from the start of the course until the end.

Objectives #1 through #6

Discussion input today will help to determine what level of education each student has reached after participating throughout this course. Review if their research papers will also help to determine their knowledge.

Their answers will be compared to the answers give at the beginning of the course and evaluation and assessment will occur.

 

 

 

 

 

 

 

 

 

 

Week One: Monday, January 2nd 2019through Sunday, January 6th, 2019

#1 Completion of Autobiography:

I would like each student to introduce themselves, as I feel this is a very good way to validate how important each of you is. We can recognize the diversity of people and experiences present in the “classroom” and create an atmosphere of informality and mutual respect. I would also like for you to tell me why you chose this course and what you expect to learn from it. Your biography posting is worth 46 points. It is a linchpin to this course. As we learn about each other, we foster a sense of safety and comfort so that we can exchange ideas and discuss issues comfortably. (300 word requirement).

Complete the following:

  • Course Navigation Quiz. (by Saturday, 1/5/2019)
  • Complete Autobiography (by Sunday 1/6/2019)
  • Completion of the Syllabus Quiz. (by Saturday, 1/5/2019)
  • Answer Initial Two Discussion Questions. (by Friday, 1/4/2019)
  • Complete Academic Honesty Pledge (by Friday 1/4/2019)
  • Complete Three replies (by Sunday 1/6/2019)
  • Read Chapter One through Seven (Tischler or Open Stax) for our discussions. Use the Power Points as an added resource.
  • Read Teamwork introduction.

#2 Threaded Discussions:

#1            What basic knowledge do you have at present, regarding Sociology? What do you expect to learn after taking this course? Before reading your text, what groups do you perceive as a “society”?  How would you define the term “sociology” at present?

#2          Research has evolved over the past century. Discuss some of the methods used to do sociological research in the early part of the twentieth century. How have research methods evolved over the last 100 years? Are there more safeguards today to protect research subjects? Every social group has their own specific culture. Discuss the distinctive lifestyles, values, norms and beliefs associated with certain segments of the population within a society. These can include, but not be limited to ethnic, occupational, religious, political or geographical social classes. Discuss at least two social groups

#3 Please read Chapters Eight o Fourteen for next week’s discussion.

 

#4 Your teamwork project will be as follows:  

You will read and answer the discussion questions and research a topic assigned to your team that will add to the knowledge base. Please post the article by Friday at 11:55 PM during the first week and before Wednesday at 11:55 PM each week thereafter. . Each member of the team will find a "scholarly" article to contribute on the subject and then each team member will read another team member's article and create a synopsis of the article and then post the synopsis as a reply and explain how it pertains to the topic assigned for the week

Please contact me immediately if you have any questions.

Teams will be assigned by me. Check the Teamwork Topic area for team listings in the first week in the discussion section.

 Week Two: Monday, January 7th through Sunday, January 13th, 2019

 Chapter Eight through Fourteen will be discussed.

Threaded Discussions:

  1. How do you think society’s values have changed since the introduction of technology? Give specific examples and state whether they have improved aspects of society or they have downgraded aspects of society.  Do you think that the emergence of technology has helped or hindered parents’ decisions regarding daycare and child development? Has it helped or hindered sociological isolation and deprivation in childhood development? Using the case history of “Anna” https://christopherjwwilkins.wordpress.com/2011/10/21/a-case-study-into-social-isolation-annas-story/ What kind of safeguards are in place today to diminish this problem in the U.S. and do the safeguards work.
  2.     Compare the ways in which revision of the social environment and the creation of policies might be applied to the thinking of some of the forms of deviance on the Lackawanna College campus (academic dishonesty, excessive drinking, etc.).  What possible policies or sanctions could be put into motion (both formal and informal) that might diminish this form of deviance? How effective do you think these sanctions would be?
  3. 3. Please read Chapters Fifteen through Twenty One for next week’s discussion  
  4. Make certain you participate in the Teamwork section of the Discussion area. 
  5. Please use the PowerPoints to organize your participation.

Week Three: Monday, January 14th through Friday, January 18th, 2019

 Threaded Discussions:

  1. Some government policies benefit the wealthy and are punitive to the poor. (Tax incentives, tax loop holes, minimum wage stagnation, reduction in welfare benefits and food stamps, etc.) How do you think those that make the laws justify these policies?  Do you think these policies impact society as a whole or do you think that one segment of society (i.e. middle class, women, children, etc.) receive a greater negative impact when these policies are implemented. What has caused the imbalance of world-wide resource availability? Do you think that education is the key to the elimination of these social problems?
  2. After participating in this course, how have your views changed regarding sociology and what do you think you’ve learned after participating? If your views have changed, please let us know, if they have not, please explain. 

Please list any functions or items that you think could be improved so that future learners will have the benefit of your thought process and input.

 

Thank you for your participation in Introduction to Sociology.