Soc 111, Sec. 4

(Spring  2002)

Instructor: Jay Coakley, Columbine Hall 4013, 262−4143, jcoakley@uccs.edu

Office hours:
Th. 1−4:15 pm; F 8−9 am; by appointment (home # = 970−416−1325) 

COURSE OBJECTIVE

Our goal is to learn about and use sociological concepts, theories, and research methods to study and better understand the social world. We focus our attention on how we human beings create, organize, maintain, and change the social world in which we live, and how that world then influences our lives and the lives of others.

We use our experiences as starting points for learning. Then we use sociological concepts, theories, and research as tools for going beyond those experiences and for understanding the relationship between people's personal experiences and the larger social world. 

When you complete this course you should have a good understanding of the major questions that sociologists ask and the research methods they use when they study the social world. Most important, you should have a clearer understanding of your role in making, maintaining, and changing that world. 
 

COURSE STRATEGY

This is not a standard lecture−based introductory course. There are no tests or term papers. You will keep a log/workbook in which you will insert discussion worksheets and other notes for class discussions, short assignments, observations and photos from everyday life, and references to the media (ads, articles, photos, video program and film reviews, information about video games and Internet sites). The log/workbook will be turned in 3 times during the semester. Discussion worksheets will be turned in as they are assigned, and then kept in your log. 
 

REQUIRED READINGS

• Giroux, Henry A. 1999. The mouse that roared: Disney and the end of innocence. Rowman & Littlefield.
• Sernau, Scott. 2001. Worlds apart: Social inequalities in a new century. Thousand Oaks, CA: Pine Forge Press.

Note: These books are not introductory sociology books. They have been assigned to provoke and inspire you to ask critical questions about the social world and various aspects of social life. You will bring these questions to class so we can discuss them as a group. As we discuss them our goals will be to identify the relevance of sociology in our own lives and in various spheres of the social world. 
 

COURSE OUTLINE & ASSIGNMENTS

1/25: Sociology: An approach to studying the social world and social life

Discussion questions: What is sociology, and how it is different from other social and behavioral sciences? How can we use sociology in our lives? What are the limits and challenges of using sociology?  

Introductions and student critique of syllabus

Film: Mickey Mouse Monopoly (52 minutes)

2/1:  Producing knowledge about the social world: Developing theories and doing research   

• see Website http://web.uccs.edu/jcoakley/soc_111.htm − read materials for Topic 1
• Discussion Worksheet #1
• Go to Soc 111 website links, click on Announcements, and read summary of Sut Jhally's film  

Film: Advertising and the End of the World

 2/8:  Concepts 1 and 2: Culture & Ideology − Producing and reproducing ways of life

• Readings: see Website section on Culture and Ideology; Giroux, pp. 1−62:
• Complete the Discussion Worksheet #2
• Assignment #1: Culture (i.e., the ways of life of an identifiable collection of people) is produced and reproduced in many ways. Media representations of values, ideas, meanings, and lifestyles are an important part of the overall “cultural production” process, especially in media−saturated societies such as the United States. Bring to class a visual image from a media story or ad that represents a particular idea, meaning, social practice, or desire in American culture. In your caption (attached to the image) explain how the image represents that idea, meaning, social practice, or desire in the culture. Also explain whose interests are most likely to be served by the representation and who might be most likely to be influenced by the representation and who might resist it most strongly.

Film: Mickey Mouse Monopoly (52 minutes) − if not shown earlier

 2/15:  Culture and Ideology (continued)

• Readings: Giroux, pp. 63− 122 
• Complete the Discussion Worksheet #3
• Additional Discussion Notes: How are your ideas about masculinity and femininity and about race and ethnicity different from those of your parents and/or grandparents? Talk with your parents about this and ask them (or someone their age) about the changes that they have seen over the past 30 years; identify the two biggest changes according to one or both of your parents.

 2/22:  Culture and Ideology (continued)

• Readings: Giroux, pp. 123−176
• Complete the Discussion Worksheet #4

Film: Tough Guise (82 minutes)

 3/1:   Concept #3: Interaction  − Taking others into account, being influenced by others, and claiming a place in social life

• Readings: See Website section on Interaction and Identity
• Assignment #2 Due on 3/1: 
       Read the online material on Social Interaction and use at least 4 of the concepts from the material (social interaction, socialization, significant other, self, pre−self−awareness, taking the role of the other, play stage, game stage, and generalized other) in a 400−500 word essay that describes and explains some aspect of social life. 
      The aspect of social life that you write about can be from your experience, it can be fictional, it can be related to media content, or related to a social issue or problem that you find interesting. It could even be related to an application or critique of some of Giroux's ideas. 
      The goal of the essay is to use the concepts in a way that indicates to me that you understand what they mean, how they are related to each other, and how they can be used to describe or make sense of some aspect of social life.
      You should define in your own words each concept you use, or use them in a way that makes the definition obvious. You could also include comments about your understanding of the significance of the concepts in sociology. Finally, sociologists usually use combinations of concepts to describe social processes or situations, and that is why I am asking you to use at least 4 of the concepts listed above. I want you to understand how they "fit together."

Film: Tough Guise − continued (last 15 minutes)

 3/7:   Concept #4: Identity  − Claiming a place in social life

• Readings: See Website readings on Identity
• Assignment: Bring to class one question about identity

Film: When Billy Broke His Head (57 minutes)  

 3/15: Concept #5: Social Structure − Maintaining patterns in social life
        Concept #6: Social Institutions − Meeting the challenges of living together

• Readings: See Website section on Social Structure and Social Institutions
• Assignment#3: Will be handed out on 3/7 (see Readings link)

 3/22: Concept #7: Social Inequalities − Understanding an unequal world

• Readings: Sernau, pp. 1−89
• Complete Discussion Worksheet

3/29: Spring Break

 4/5: Social Inequalities (continued)

• Readings: Sernau, pp. 91−175
• Complete Discussion Worksheet #6

Film: On the Ropes

 4/12: Social Inequalities (continued)

• Readings: Sernau, pp. 181−281
• Complete Discussoin Worksheet #7

Soc 111
LAST ASSIGNMENT (8 points):
The purpose of the last 4 classes of the semester is to apply the basic sociological concepts that we have covered up until now. Your last assignment is to do a 2−page (600−700 words) paper in which you present a sociological analysis/commentary on at least one of the topics and films that we cover during the last 4 classes. Your paper may involve any of the following: 

1. a discussion of one or more public issues raised during class and/or in any one or combination of films shown during the last four classes,
2. a discussion of social policy issues and how sociology might be useful in identifying and framing policies,
3. a discussion of how the questions and issues raised by the materials/films are related to your (social) life, including past, present, or anticipated future experiences/decisions/ relationships.

 In writing the paper you must use at least 5 of the highlighted concepts from the online readings. Please give special priority to culture, ideology, social interaction, identity, social structure, social institutions, and social inequality. The paper will be evaluated in terms of your grasp of the meaning of the concepts and how you have used them to identify and discuss public issues, social policies, or social experiences in your life. Basically, I am interested in how you use your sociological imagination.

You may also use major concepts from Sernau's book, especially if you deal with issues, policies, or personal experiences related to social inequality. And if you use correctly the concept of pedagogy, as it is defined by Giroux, you will receive my admiration, if not a good grade!

The topics covered during the last four classes are:

1. Media and Technology
2. Popular Cultures: Rock and Rap Music and Sports
3. Globalization, Global Processes, Population and the Environment
4. Social Control, Social Justice, and Social Transformation

Your paper may be handed in anytime between May 3^rd and May 13^th.

4/19: Applying sociology − Media and Technology  
Film: Game Over − Gender, Race & Violence in Video Games (41 minutes)

4/26:  Applying sociology − Popular Cultures: Rock and Rap Music and Sports  
Film: Money for Nothing − The Political Economy of Pop Music  
Film: Dreamworlds II (55 minutes)  

5/3: Applying sociology − Globalization, Global Processes, Population and the Environment

5/10: Applying sociology − Social Control, Social Justice, and Social Transformation  
Film: bell hooks − Cultural Criticism and Transformation

5/17 Enjoy the day  

EXPECTATIONS FOR STUDENTS

• Complete all readings
• Attend all 14 class sessions and participate in class discussions
• Complete 4 assignments
• Complete 2−page critique of topics covered during last 4 class sessions

GRADING:

There are 100 points to be earned in this course.  

• Attend 14 class sessions @ 3 points per class (42 total points)
• Complete 7 Discussion Worksheets @ 5 points per worksheet (35 total points)
• Complete 3 short assignments @ 5 points per assignment (15 total points)
• Complete a 600−1000 word essay as described above (8 points)

93−100 points = A; 90−92.9 points = A−; 88−89.9 points = B+; 83−87.9 points = B; 80−82.9 points = B−; 78−79.9 = C+; 73−77.9 points = C; 70−72.9 points = C−; 60−69.9 points = D; <60 = F. 

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