Sociology 1306—Fall 2007 Standard Semester—Distance Education

Contemporary Social Problems

David W. Hubbard, Instructor

Trinity Valley Community College

Office: 903-670-2620

E-Mail: Use Mail Box on WebCT

COURSE INTRODUCTION

A social problem is a condition affecting a significant number of people in ways that are considered undesirable. In recognizing the social problem, it is the goal to determine what can be done through collective social action to solve the problem. Because of this definition, what might be considered a social problem now, might not be considered a problem in the future. We may not solve the problem, but we can recognize the magnitude of problematic social phenomenon and perhaps offer suggestions as a solution. Each chapter in the textbook is approached through such practical applications of the concepts of social disorganization, value conflict and personal deviation.

GENERAL OBJECTIVES

Sociology 1306 will attempt to acquaint the student with terms, concepts, methods and literature that are unique to the discipline. It will introduce the student to the scientific method and help the student to become objective in his/her study, research and analysis. Secondly, it will stimulate the ethnocentric behavior and provide an empirical behavior upon which to base decisions. Third, it will give examples of real life situations which can be related to sociology. Fourth, it will help the student to practice the skill of writing.

SPECIFIC COURSE OBJECTIVES

The text is divided into fifteen chapters. We will cover ten of these chapters during the semester.

Chapter 1—The Abortion Dilemma

Chapter 2—Aging

Chapter 4—Alcohol and Other Drugs

Chapter 6—Crime and Criminal Justice

Chapter 7—Economic Problems-Wealth and Poverty

Chapter 10—Medical Care: Physical and Mental Illness

Chapter 11—The Changing Family

Chapter 12—Urban Problems

Chapter 13—Population and Food

Chapter 14—The Environmental Crisis

EXEMPLARY OBJECTIVES

Social and Behavioral Sciences: The objective of a social and behavioral science component of a core curriculum is to increase the knowledge of students regarding how social and behavioral scientists discover, describe and explain behaviors and interactions among individuals, groups, institutions, events and ideas. Such knowledge will better equip students to understand themselves and the roles they play in addressing the issues facing humanity.

1. To employ the appropriate methods, technologies and data that social and behavioral scientists use to investigate the human condition.

2. To examine social institutions and processes across a range of historical periods, social structures and cultures.

3. To use and critique alternative explanatory systems or theories.

4. To develop and communicate alternative explanations or solutions for contemporary social issues.

5. To analyze the effects of historical, social, political, economic, cultural and global forces on the area under study.

6. To understand the evolution and current role of the U.S. in the world.

7. To differentiate and analyze historical evidence (documentary and statistical) and differing points of view.

8. To analyze, critically assess and develop creative solutions to public policy problems.

9. To recognize and assume one’s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse and by obtaining information through the news media and other appropriate information sources about politics and public policy.

10. To identify and understand differences and commonalities within diverse cultures.

ASSESSMENT OF LEARNING

Assessment and measurement of knowledge learned from this class will be determined using the following instruments:

· Weekly written class projects

· Exams

· Research papers

· Group power point presentations

· Internet discussion participation

TEST REQUIREMENTS

The methods of writing, administering and grading of exams given during this course are left to the discretion of the instructor. There will be four exams given over the ten chapters covered during the semester. The student is responsible for learning the material assigned as well as other material and assignments as determined by the instructor.

All testing MUST be done at either one of the TVCC Testing Centers or at an approved alternative site. Students who do plan on using the TVCC Testing Centers should check hours of operation and the availability of the Center. Do not assume that one of the Centers is always available, as the Center may be reserved for other testing activities during the time that you wish to test. For further assistance regarding Testing Center policy, see www.tvcc.edu/testing. For students who are unable to test at a TVCC Testing Center or you are taking this course through the Virtual College of Texas (VCT), you must complete a “Non Local Proctor Agreement” form. This form is available from the instructor and should be requested at least two weeks prior to the test dates and MUST be received and on file with the Distance Learning Office no later than three days prior to the test date.

MAKE UP TESTS

There will be no make up tests given without specific approval of the instructor. All tests must be taken.

EXTRA CREDIT

Extra credit for acceptable written summaries may be given at the instructor’s discretion. For further information, contact the instructor.

WEEKLY PROJECTS

Along with each chapter reading, there will be a project due at the end of each week. Each project will account for 2% of the student’s overall semester grade. With a total of (10) weekly projects and each counting for 2%, at the completion of the semester, all projects (collectively) will account for 20% of the semester grade. You will find a detail of each weekly project at the end of the syllabus.

RESEARCH PAPER

A subject area of the student’s interest must be submitted to the instructor for approval by the date noted on the syllabus. The student should choose a topic that is relevant to the course subject material. Paper should be 3 to 5 pages long, double spaced and follow APA format. (For more information regarding correct APA format, the student should try a Google search. Your school library should have an APA writing manual). A cover page should be attached to the front of the paper with references noted at the end of the paper. A minimum of five references must be used, excluding the text.

GROUP POWER POINT PRESENTATION

The class will be divided into groups at the beginning of the semester. The option will be given to each group to choose between doing an individual research paper by each member of the group OR agreeing, as a group, to work on and present a power point presentation to the instructor at the due date. ALL members of the group must agree to participate in the project. A team leader will be elected and when the project is due and presented to the instructor, the instructor will request that each group member, along with the team leader, evaluate the performance of each group member, regarding each individual’s overall participation with the project. Each member of the group must equally be supportive and carry their assigned research responsibilities.

REVIEW FOR EXAMS

A review of chapters that will be covered in each exam will be e-mailed to students several days prior to the exam. The instructor will post information that should be reviewed in preparation for the exam. Exam dates will normally run for at least three days to allow all Distance Education students the opportunity to test at a convenient time.

TEXT

Social Problems, James M. Henslin (New Jersey: Pearson-Prentice Hall), 7^th Edition, 2006

HOW TO DETERMINE GRADES

Exam 1 15%

Exam 2 15%

Exam 3 15%

Exam 4 15%

Paper or Power Point Project 20%

Weekly Projects (10) 2% each 20%

Total 100%

DATES FOR ASSIGNMENTS AND EXAMS

August 27^th ……………………………………………….....Fall 2007 classes begin

August 27^th thru August 31^st ………………………………..Read Chapter 1

Submit weekly project by end of week.

September 3^rd thru September 7^th ………………………….Read Chapter 2

Submit weekly project by end of week.

September 10^th thru September 14^th ……………………….Read Chapter 4

Submit weekly project by end of week.

September 17^th thru September 19^th ………………………..Review for first exam

September 20^th thru September 24^th ………………………..Exam 1

September 24^th thru September 28^th ………………………..Read Chapter 6

Submit weekly project by end of week.

October 1^st thru October 5^th ……………………………….Read Chapter 7

Submit weekly project by end of week.

October 5^th …………………………………………………Identify research subject

October 8^th thru October 10^th ……………………………….Review for second exam

October 11^th thru October 15^th …………………………….Exam 2

October 15^th thru October 19^th …………………………….Read Chapter 10

Submit weekly project by end of week.

October 22^nd thru October 26^th ……………………………Read Chapter 11

Submit weekly project by end of week.

October 29^th thru November 2^nd …………………………...Read Chapter 12

Submit weekly project by end of week.

November 5^th thru November 12^th …………………………Review for third exam

November 8^th thru November 12^th …………………………Exam 3

November 12^th thru November 23^rd ……………………….Work on presentation or

paper

November 16^th ………………………………………………Last day to drop with a “W”

November 26^th thru November 30^th ………………………..Read Chapters 13 & 14

Submit weekly project by end of week.

November 30^th ……………………………………………Group presentation or

research paper due

December 3^rd thru December 5^th ………………………… Review for fourth exam

December 6^th thru December 10^th ………………………… Exam 4

WEEKLY PROJECT ASSIGNMENTS

Chapter 1—Write an autobiographical account of your own attitudes toward abortion. The paper should begin with a clear statement of your position, followed by a description and analysis of how you think broader social forces have influenced your personal views.

Chapter 2—Conduct a personal interview with an elderly person. You should follow the format listed below regarding the questions that you ask.

• The person’s background, including date and place of birth, parents’ occupations, number of siblings, where they grew up and their childhood memories
• Educational experiences, including schools they attended, favorite subjects, social activities and memorable experiences and teachers
• Descriptions of the person’s teen years and early adulthood, including friendships and dating experiences
• Employment history and experiences
• Influence of historical events on the person’s life.

The student should write a summary of the interview, describing the insights gained into the elderly person’s life and outline what he/she learned about the person’s experiences. Finally, describe how the person’s life and the periods of history compare and differ from those of the interviewer.

Chapter 4—Watch television and determine how drug and alcohol use is presented to viewers. Example: number of males and females in beer commercials, sexual images are combined with drinking beer, etc. What about diet pills, sleeping aids, etc? After the observation, write an evaluation, drawing from your findings.

Chapter 6—Examine the Uniform Crime Reports and other sources that show the frequency and type of crimes that are committed in your hometown or nearby community. Use as references: the local police, Neighborhood Crime Watch groups, etc. Determine what is being done in the local community to help prevent the crimes that you are reporting on.

Chapter 7—Dress shabbily and enter an exclusive clothing store or a public establishment and observe how other people treat you (sales associates, etc.) Then dress in business attire and return to the same store and observe the behavior of the same personnel. Write a detailed summary of what you experienced and how you felt.

Chapter 10—Select one alternative medicine practice and write a brief paper about its approach to treatment. Examples would be homeopathy, chiropractic, holistic, psychic, etc.

Chapter 11—List three favorite television shows (sorry…no sports or shows that do not include a portrayal of marriages or families). Make note of how family issues are portrayed in the shows and write a summary of how the television shows contribute to myths about the family and how is the student’s family similar or different from what is seen on the television show.

Chapter 12—Interview a law enforcement official to find out about their most pressing problems and how the problem is handled. Find out what they suggest regarding crime prevention. Ask for crime statistics in the community, gang activity, robbery, assault, etc. Write a summary of your findings.

Chapter 13—Write an opinion paper regarding your views about whether the United States should simply close its doors to all immigrants or not. What would be the consequences if this was done? Apply both the Functionalist and Conflict perspectives to these questions.

Chapter 14—Interview a city official regarding garbage collection and disposal. Ask about any toxic waste sites in the community, factory air pollution, burning ordinances and the attempt to lower the emission of toxic fumes from automobiles (slower speed requirements). Ask about the community’s source of water supply. Take both the pessimistic and optimistic ecological position on what information you find and determine what solutions are available.

ALL PROJECT ASSIGNMENTS MUST BE AT LEAST TWO TYPED PAGES IN LENGTH.

(DOUBLE SPACED)