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SOC 133

I. TITLE: Introduction to Sociology

II. CATALOG DESCRIPTION
This course will introduce students to sociology and the sociological perspective by focusing upon contemporary societies. Through a study of key concepts such as culture, society, group behavior, population, family, stratification, community, social institutions and change, students will be given the tools by which to understand better their society and others around the world.

III. PURPOSE
To introduce students to the basic concepts (as listed above) and organizing ideas of sociology. Specific attention will be paid to helping students develop the "sociological imagination" which is a quality of mind which requires not only the ability to look at the world from the sociological perspective, but to employ the historical, psychological, economic, and political viewpoints when relevant. A sociological imagination (or perspective), by definition, necessitates critical thinking, which requires an understanding of scientific method and logical reasoning, as it is applied to the study of societies and cultures and the mechanisms for social change.

This introductory course in sociology helps students to develop the following characteristics of the Murray State graduate:

• a. Engage in mature, independent thought and express it through oral and written communication. Sociology encourages critical thinking and, given its foundation, is based upon the scientific method and the application of logical reasoning. Thus, Murray State students will be equipped to "think for themselves".
• b. Since sociology defines itself as a science, part of the content covered in introductory sociology is the "ways of knowing" including the scientific method. A variety of concepts linked with research, such as operationalization, reliability, and validity, are included in chapters on research. Students will gain an understanding of the critical and scientific methodologies academic disciplines use to discover knowledge and ascertain its validity.
• c. Since we encourage reasoning and logic tied with the scientific approach to the study of human behavior and societies, Murray State graduates will be able to apply sound standards of analysis and evaluation to reach logical decisions.
• d. Since the founding of sociology by Auguste Comte, who was interested in the statics and dynamics of society, sociology has been concerned with change. This continues to be a major theme in all adopted introductory texts. One major source of change is technology which is addressed in all texts. Concepts such as cultural lag and technological fix are common terms found in introductory texts to help students understand the role technology plays in shaping society, culture, and behavior. Hence, Murray State graduates will gain an understanding of the role and application of science and technology in the solution of problems of a changing world, and some of the problems they create.
• e. Given sociology's interest in societies and cultures, the texts and lectures include cross-cultural examples. Certainly Murray State graduates, having taken introductory sociology, will better understand the dynamics of cultural diversity, of competing economic and political systems, and of complex moral and ethical issues.
• f. Having taken introductory sociology will help pave the way for Murray State graduates who have chosen sociology as their major to demonstrate mastery of their major in preparation for a successful, productive life.

B. To provide students with a greater understanding of the sociological usage of the concepts culture, social structure, and social forces, and the roles they play influencing social behavior.
The very nature of the discipline is the study of societies and cultures, including the students' own, for purposes of comparisons andcontrasts in order to gain an understanding of the underlying principles of stability and change. The use of cross-cultural materials also facilitates sociologists in making students aware of thefr own ethnocentrism, with the goal of increasing understanding of cultural differences.

C. To enable students to apply the sociological perspective in examining major social institutions, such as the family, polity, education, health and welfare, the media, and science and research.
Sociology also applies the sociological perspective to itself as a discipline. For example, the class will examine the social conditions which helped to "originate" sociology, its theories and metatheories, methodologies, its relationship to the other social sciences, and its contributions to students' understanding of societies.

D. To examine forces of social change, including, but not limited to, technology, population, social movements.

V. CONTENT OUTLINE
A. Introduction to Sociology
B. Sociological Research
C. Culture
D. Society
E. Socialization
F. Groups and Organizations
G. Deviance
H. Social Stratification
I. Inequalities of Race/Ethnicity
J. Inequalities of Gender and Age
K. Family
L. Education/Mass Communication
M. Politics/Economy
N. Health and Welfare
0. Science and Technology
P. Population and Urbanization
Q. Social Change

VI. INSTRUCTIONAL ACTIVITIES
Students will be involved in the following activities:
A. Students will be required to read additional material besides the required text.

B. Question and answer period will be held at the beginning of classes so that students may ask questions over the required reading and the instructor and classmates can respond to the inquiries.
Instructional activities A and B engage students in active learning. First, assigning reading materials in addition to the text helps students to develop better reading skills as they are NOT given the typical headings, summaries and key concepts highlighted in bold letters. Thus, students are required to be more active in their reading as they must interpret, analyze and critique for themselves instead of being spoonfed by the text authors. Second, the supplementary reading provides more in-depth knowledge and understanding of a sociological principle or social issue. The question and answer period allows for active participation and discussion in the class which facilitates learning and also enables the instructor to gain knowledge of what students do and do not understand. In turn the instructor can better determine the general needs of the class.

C. Students are required to write a paper over one of the assigned books. The paper takes the form of a series of letters ( a minimum of five is required) to a real or imagined friend, parent, historical figure. The letters consist of the writer describing and explaining key concepts/ideas of sociological significance as found in the book. Students are provided with instructions as to the specific content that should be included in the letters, and they are encouraged to be creative, including illustrating the letters, and so forth. This writing assignment is designed to engage the students in active learning through writing. However, the paper is structured to go beyond simply stating the obvious, although content is very important, but is designed to encourage creativity and to allow students to express their ideas informally. Britton et al. (1975) notes there are three functions of writing: transactional, poetic, and expressive. The majority of writing assignments falls into the transactional category where the intent is to inform. The poetic function entertains and the expressive allows for the individual to explore and question. Britton maintains that teachers need to incorporate more expressive writing elements into writing assignments because it facilitates learning and tends to be used infrequently. This paper assignment promotes expressive writing which in turn enables the student to make direct connections with the material.

D. Students visit the web site for the textbook and complete on-line quizzes as a way to help them determine if they understand the material.

This instructional activity promotes the use of computers.

VII. FIELD AND CLINICAL EXPERIENCES: NA

VIII. RESOURCES: Resources are adequate to teach this course.

IX. GRADING PROCEDURES
Students' grades are based upon their performance on a number of activities:
a. 3 major exams, 100 points each       300pts.
b. quizzes over text and supplements   150 pts
c. on-line quizzes                                  50 pts
d. paper project                                 100 pts
                                                          600 pts total

The grading scale is as follows:              92-100% A
                                                            82-91% B
                                                            70-81% C
                                                            60-69% D
                                                   Less than 60% E

The exams include both objective type questions as well as short-answer and essay questions. The essay questions are written so that students must demonstrate their ability to synthesize and integrate ideas. The essays must be written in a fashion such that their answers are coherent and make reasonable arguments. The quizzes are primarily made up of objective tests, with usually one or two short answer questions included. The structure of the tests help to encourage the goal of effective written communication.

The department has established for itself high academic standards as reflected in the instructional activities described earlier, the grading scale, and the ABC report which reveals that the departmental GPA for introductory courses was 2.35 in the fall and 2.40 in the spring. The department will continue to maintain high academic standards.

X. ATTENDANCE POLICY:
 Excessive absenteeism (more than 3 unexcused absences) will result in student's grade  being lowered one letter. Lf one-fourth or more of the classes are missed, the student will
fail the course.

XI. ACADEMIC INTEGRITY:
The College of Humanistic Studies Academic Integrity Policy is available through world civilization courses, academic offices, and through the office of the dean of the college.

Students are responsible for obtaining a copy and reading the policy. By signing their name to a paper, test, quiz, or other assignment, students are indicating that the work is theirs and theirs alone.

XII. TEXT AND REFERENCES:
SOCIOLOGY IN THE 21ST CENTURY by Curry, Jiobu and Schwirian
THE MCDONALDIZATION OF SOCIETY by George Ritzer
AMUSING OURSELVES TO DEATH by Neil Postman

XIII. PREREQUISITES: None.

Last updated February 8, 2000. Designed and maintained by Kyosung Koo