SOC 0002. Social Problems
Units: 3
Advisory: Completion of SOC 1 with grade of "C" or better
Hours: 54 lecture
A sociological approach to the study of major social problems, addressing areas such as social stratification and social institutions. Utilizes a critical approach and emphasizes the social construction of social problems. (C-ID SOCI 115) (CSU, UC)
SOC 0002 - Social Problems
http://catalog.sierracollege.edu/course-outlines/soc-0002/
Catalog Description Advisory: Completion of SOC 1 with grade of "C" or better Hours: 54 lecture Description: A sociological approach to the study of major social problems, addressing areas such as social stratification and social institutions. Utilizes a critical approach and emphasizes the social construction of social problems. (C-ID SOCI 115) (CSU, UC) Course Student Learning Outcomes CSLO #1: Apply sociological theory, research and critical analysis to the construction of social problems. CSLO #2: Evaluate and analyze proposed solutions, social movements, and actions to social problems. CSLO #3: Apply practice of social justice to the study of social problems. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives The student will be able to, through oral and written work: 1. evaluate connections between public issues and private troubles; 2. examine and evaluate social problems from the perspective of the key sociological theories; 3. evaluate research in the field of social problems; 4. analyze and evaluate causes to social problems; 5. discuss and analyze social problems within social institutions and conditions including but not limited to, family structures, work & unemployment, corporate & government institutions, gender identity, wealth and poverty, race and ethnicity, and the distribution of life chances; 6. evaluate and critique the role of claimsmaking and claimmakers in the definition of social problems; 7. evaluate proposed solutions to current social problems; 8. critique and debate issues of social justice and the effectiveness of social movements; and 9. generate a proposal to effectively address a social problem of concern. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D7 Interdisciplinary Soc/Behav CSUGE-D0 Sociology/Criminology Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4J Sociology/Criminlgy Articulation Information Methods of Evaluation Classroom Discussions Example: Instructor will show film "Voices of Dissent: Activism in American Democracy" and then facilitate group discussion about participatory democracy and the role of activism in creating social change. Students will engage in small group discussion Essay Examinations Example: Student work will regularly be evaluated. Types of evaluative assignments include writing, presentations, discussion participation, quizzes, exams, etc. Example: 1. In an essay exam, respond to the following question: Douglas Rushkoff, of The Persuaders, asks, "What does it mean when we begin to merge our once separate roles as consumers and citizens?" How would you answer Rushkoff's question? Given that the U.S. economy is based on consumer spending, is it patriotic to shop? Include in your response a discussion about the impact of advertising, labor, and globalization. Objective Examinations Example: Student work will regularly be evaluated. Types of evaluative assignments include writing, presentations, discussion participation, quizzes, exams, etc. Example: Fill-In the Blank Quiz/Exam question: An example of a social problems worker is... Projects Example: Working in small groups, students will create an activist zine. In addition to the zine, students will share with the class (via paper, discussion board, or presentation) an analysis on how zines have historically as well as today, been used as alternative media approaches to social change. Reports Example: Students will choose a social problem to research and explain through the stages of the social construction of social problems (the framework to course work throughout the semester). This report/project will be built out in stages throughout the semester, building upon concepts introduced and discussed in class. Project included with report will be evidence of action to impact social issue (i.e. community service, campus event planning, policy involvement, volunteerism) Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will show film "Voices of Dissent: Activism in American Democracy" and then facilitate group discussion about participatory democracy and the role of activism in creating social change. Distance Learning Faculty member will include the Emma Lazarus poem that appears on the Statue of Liberty in a lecture. Then via discussion prompts (discussion boards, VoiceThread, etc) instructor will facilitate a discussion among students comparing current attitudes about immigration. Instructor will facilitate a class discussion about the pro's and con's of arguments made regarding U.S. immigration policies. Typical Out of Class Assignments Reading Assignments 1. Read the chapter in your text about mal-distribution of wealth. Find a journal article related to the topic. Bring the article to class, along with your analysis, and be prepared to discuss in small groups. 2. Read a scholarly journal article regarding a social problem of your choice. Come to class prepared to discuss the article through the lens of the Constructionist model. Writing, Problem Solving or Performance Students will regularly be assigned college level writing. Example One: Background: This assignment focuses on chapter 9 and asks you to think critically about social policy. By looking at specific social policies and thinking about how to assess them, you gain a better understanding of the ways that social policies and even evaluations of them are socially constructed. Assignment: Find at least two social policies that have either been enacted or proposed for dealing with your topic/condition. Assume that you have been asked to provide an assessment of the effectiveness or likely effectiveness of the social policies. Make a list of at least four questions that you would need to have answered about each of the two social policies in order to say whether they were effective. Then provide a discussion of how you would go about answering these questions. Be sure to address issues of objectivity, ethics, and funding as you discuss the methods you would use. Example Two: Background: This assignment will focus on Chapter 2 of your reading. The emphasis here is to analyze the rhetoric associated with the condition you have chosen (in assignment #1). You are required to apply terminology of the discipline by discussing examples, names and statistics and how they are used more and less effectively. Assignment: First, identify at least two different claims regarding the condition you have chosen. For each claim identify its grounds, warrants, and conclusions. Second, analyze how each claim might fare in the social problems marketplace. Do they seem to target different audiences? What might make one more appealing than the other? Third, make at least three suggestions for how one of the claims can be modified to make it more effective. Be sure to add any new sources you use for this assignment to your list of sources. Other (Term projects, research papers, portfolios, etc.) Instruction to student: Social Problems can be a daunting topic to take on but in this class we will attempt to look critically at the problems that exist in our society while identifying the process of claimsmaking and the various components that impact the social view of problems. We will also explore and critique the solutions and social change movements that address social problems. In doing so, this class will participate in a group project — one that will impact our community campus-wide. During our class period, we will collaboratively join a campus event (i.e. Social Justice Day, Pride Days, Earth Days, etc) to present projects on a related social problem issue of your choice. The design of the day will be up to you and may include (but are not limited to) the following ideas: working with a local organization that works for social justice — locally and/or globally; researching a specific social problem and hosting an informational table sharing information and resources during the campus event; seeking-out and organizing a speaker for the event; conducting an educational workshop during the event; or working on the nuts and bolts of hosting the campus event. You may work individually or in groups. You are also welcome and encouraged to present additional ideas. In addition to your participation with the campus event, you are required to submit an analysis of your research and your action experience. This can be done in the form of a paper, digital story, or presentation. This should include background on the issue and details about your efforts. Background should be researched via the organization with which you are volunteering (if applicable) and academic sources (i.e. library research). Specific criteria for the various forms (paper, digital story, presentation) will be shared in class and on Canvas. Work should be cited and final should include your annotated bibliography of resources (i.e. the full list of sources, broken into appropriate categories, that you have been building throughout the semester). As you are preparing your final , take into consideration the writing assignments for chapters 1-10 — these assignments give you the foundation for your final and the assessment of your condition/issue. Because you are now an expert on the social condition you have been researching all semester, your final should show evidence of your understanding of the social problems process and its application to your social condition. Consider the following questions (you are not limited to these questions): 1. Should we be concerned about this condition? If so, how concerned? 2. What claims have been made about this condition? How are they influenced? How do these claims impact public opinion? Who are the claimsmakers? 3. What should we tell the public about the condition? Why? 4. What role has the media played in defining and impacting your social condition? 5. Does the condition require legislative action? Social action? Why or why not? 6. How did your presentation for the campus event address the social condition? Drawing on everything you have learned about the social problems process, be sure to provide a well-reasoned critical analysis of your social condition. Required Materials Social Problems Author: Joel Best Publisher: WW Norton Publication Date: 2020 Text Edition: 4 Classic Textbook?: No OER Link: OER: Soul of the Citizen Author: Paul Loeb Publisher: St. Martin's Griffin Publication Date: 2010 Text Edition: 2nd Classic Textbook?: No OER Link: OER: Investigating Social Problems Author: A. Javier Trevino Publisher: SAGE Publications, Inc Publication Date: 2022 Text Edition: 3 Classic Textbook?: OER Link: OER: Social Problems: Continuity and Change Author: Publisher: Saylor Foundation Publication Date: 2016 Text Edition: Classic Textbook?: No OER Link: OER: https://open.umn.edu/opentextbooks/textbooks/141 Other materials and-or supplies required of students that contribute to the cost of the course.
Sociology
http://catalog.sierracollege.edu/departments/sociology/
Sociology is a disciplined quest for the understanding of human behavior—particularly in post-industrial society. Through a systematic analysis of society, its groups, institutions and processes, sociologists hope to better understand and predict human behavior. The introductory course provides a foundation in sociological concepts, with the goal of having students acquire the perspective in sociology and the ability to see their personal position in a societal context. Other sociology courses focus on social problems, race and ethnic relations, gender and gender identity, and the family.
GEOG 0002 - Cultural Geography
http://catalog.sierracollege.edu/course-outlines/geog-0002/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Population, migration, religion, languages, agriculture, economic development and exploration of how humans interact with their environment. Analysis of differences of cultures including housing types, agricultural techniques, and popular and folk customs. Investigation of humans as the primary modifier of the physical landscape within the limits of the Earth's natural resources. (C-ID GEOG 120) (CSU, UC) Course Student Learning Outcomes CSLO #1: Explain basic demographic tools used to compare places, such as population pyramids and the demographic transition. CSLO #2: Compare and contrast folk versus popular culture by investigating social customs and how they diffuse. CSLO #3: Summarize basic precepts of each major universalizing and ethnic religions and identify where they are generally practiced. CSLO #4: Identify places in the world with major conflicts related to political boundaries, demographics, ethnicity and economics, enumerating key issues of each conflict and explain the history behind the conflict. CSLO #5: Describe the major forms of subsistence and commercial agriculture, the geographic extent, their methods of food production, and human ecology with emphasis on environmental challenges. CSLO #6: Estimate natural resources supplies, demand, and location, such as energy and water, and associated conservation issues. Effective Term Fall 2021 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Apply geographic concepts to various aspects of human culture. 2. Explain or define basic demographic concepts such as demographic transition, diagram population pyramids and provide examples of overpopulation. 3. Identify migration distribution patterns and assess the factors responsible for these human movement trends. 4. Identify various human social customs, and appreciate unique cultural folk traditions, while contrasting these with popular globalized human practices. 5. Map world language families and their various linguistic divisions while assessing the impact of global languages on human culture. 6. Observe the distribution of world religions, compare the universalizing traditions with distinct ethnic belief systems. 7. Identify various ethnic groups,and the geographic influences upon these groups. Discuss the importance of multinational state integration and the potential for conflict. 8. Interpret existing political boundaries in demographic, ethnic, and economic terms. 9. Explain the distribution of wealth of developed and developing regions. 10. Assess the various measurements of economic development and the impact of globalization. 11. Analyze agricultural activity by relating it to climate, water, and soils. Summarize the types of agriculture while categorizing various regions as developed and developing. 12. Define settlements versus urbanization in terms of human culture. Summarize the historical perspective of settlements as well as the current distributional patterns. 13. Analyze various resource issues as confronted by human cultures. Discuss various solutions, conservation, development problems and the manners that cultures respond to these. General Education Information Approved College Associate Degree GE Applicability AA/AS - Multicultural Studies AA/AS - Social Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D5 Geography CSUGE - D7 Interdisciplinary Soc/Behav CSUGE - D8 Pol Sci/Govt/Lgl In Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4E Geography Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: After a lecture on population statistics, students complete a worksheet on the relationship between income and natural increase rates. Students will note that more income, per capita, often leads to lower natural increase rates. Students continue to discuss possible population growth challenges and solutions. Objective Examinations Example: Ask specific exam questions regarding religions of the world, where are they located, with a focus on comparing and contrasting their basic precepts. For example, how Islam and Christianity are similar and different, such as Jews, Christianity and Muslims all agree that Abraham is the Patriarch of their religion and founder of monotheism. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor discusses population growth challenges and solutions by referencing the - "Demographic Transition" through graphing tabular data showing income and natural increase rates for various countries. Through lecture and class discussion, students discover the inverse relationship between high wealth and low population growth, such as in developed countries. Distance Learning After an instructor lecture on religious precepts, students will read about religious precepts and look at maps to conceptualize world religion and its distribution, important aspects, ceremonies, unique landscapes and where are these religions are readily present. Typical Out of Class Assignments Reading Assignments 1. Read assigned chapter on population to prepare for weekly quiz and a classroom discussion regarding population challenges and solutions. 2. Read hand-out/article on fossil fuel consumption in the US and around the world to be prepared for a discussion on future adaptation to limited supplies and pollution problems. Writing, Problem Solving or Performance 1. Examine tabular data on Gross Domestic Product per capita and Crude Birth Rates (CBR), Death Rates, Nat. Increase Rates (NIR) then graph for listed countries. Assess the correlation between high GDP per capita and low CBR and NIR. Discuss outliers and patterns for each country. 2. Starting with textbook, research persistent ethnic conflicts around the world as assigned to each group. Then use other sources, such as the Internet, to elaborate on the historical and geographical context of the assigned conflict. Present to group findings with review questions for the group. Other (Term projects, research papers, portfolios, etc.) Presentation (ethnic conflicts), linked to research topic (previous listed above). Required Materials Contemporary Human Geography Author: James M. Rubenstein Publisher: Pearson Publication Date: 2017 Text Edition: 12th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
POLS 0002 - Comparative Government
http://catalog.sierracollege.edu/course-outlines/pols-0002/
Catalog Description Hours: 54 lecture Description: Compares the major political systems of selected countries of the world, both autocratic and democratic. Comparison includes the origins and development of governments, their constitutional principles, political cultures and ideologies, institutions, parties, and government policies. (C-ID POLS 130) (CSU, UC) Course Student Learning Outcomes CSLO #1: Analyze similar and different examples of political systems by using the comparative method. CSLO #2: Identify and assess the power and roles of the state in the modern era. CSLO #3: Explain the impact of politically significant ideas, economics and regional historical factors on political institutions and behavior. CSLO #4: Distinguish between different ideal types of political systems (regimes) by identifying central institutional relations and government’s relations with society. CSLO #5: Assess the influence of groups and processes in society on government in different political systems. CSLO #6: Explain causes and processes of stability and evolution of political systems and transitions from one type to another. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Students will, through oral and written work: 1. Explain the comparative method and provide an example using two real political systems; 2. Analyze the historical evolution of political authority of the state; 3. Define and compare important political ideologies, including religion, liberalism, nationalism, fascism, communism, socialism, feminism and environmentalism; 4. Define and describe the role of political culture; 5. Define and assess legitimacy; 6. Assess the role of wealth on political institutions and behavior; 7. Distinguish between authoritarian and democratic systems of government (regimes); 8. Distinguish between presidential and parliamentary forms of democracy; 9. Distinguish between ruling monarchy, dictatorship, totalitarian one-party rule and theocracy; 10. Compare unitary and federal systems; 11. Distinguish between legal systems such as code, common law and shariah; 12. Analyze roles of social movements, interest groups, parties and media; 13. Contrast electoral systems and assess their roles in different political systems; 14. Describe how policy shapes society and the economy and vice versa; and, 15. Compare constitutional changes and evolution to civil war and revolution. General Education Information Approved College Associate Degree GE Applicability AA/AS - Social Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D Social Sciences CSUGE - D6 History CSUGE - D8 Pol Sci/Govt/Lgl In Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4 Soc./Behav Sciences IGETC - 4H Pol Sci/Govt/Lgl In Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: In-class written exam employing identification, short answer, paragraph and essay questions. Examples: compare the role of the media in different types of government; Discuss the fundamental differences between democratic and authoritarian systems of governments. Provide examples of countries discussed as democratic and authoritarian and include the contributing factors in the evolution of these systems of governments. Each will be graded with rubrics outlining key components and criteria for successful applications. Objective Examinations Example: 25 multiple choice questions of political economy and government types. Example: Centrally Planned Economies were characteristic of: a) fascist states; b) communist states; c) presidential democracies; or, d) parliamentary democracies. Correct answers indicate student learning how to distinguish regime types. Projects Example: Seven to ten page formal research paper on a particular political system, utilizing a minimum of ten scholarly sources with annotated bibliography. Essay grade will be based upon a rubric developed by the instructor and shared with students. Reports Example: Choose a current event article from a local or alternative newspaper/periodical concerning politics. Analyze in a two page formal paper your chosen article from the perspectives of the readings covered in our text book, "Countries and Concepts: Politics, Geography, Culture." By next Thursday, post your paper to the class web board. By the following Thursday, you will need to post two, one-page, papers critiquing, both positively and negatively, two of the papers posted by your colleagues. We will spend the first fifteen minutes of class for the next two weeks discussing your articles and relating them to our course material. Paper and responses will be graded on the basis of successful application of concepts learned and completeness of the analysis. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lecture on parliamentary form of democracy while students take notes and ask and answer questions. Distance Learning Instructor will provide students with text and audio-visual learning materials (e.g. videos, PowerPoint, lecture notes) supported by textbook chapters on party systems. Students will need to use this material to effectively participate in discussions that the instructor will monitor to provide clarification and correction when needed. Typical Out of Class Assignments Reading Assignments 1. Read chapter on parliaments from textbook. 2. Research, select and read a current-event article from a local or alternative newspaper/periodical related to French politics. 3. Analyze a scholarly journal article and incorporate relevant passages into a research paper on two to three aspects of a country's political system and/or domestic political issues. Writing, Problem Solving or Performance 1. Select an approved country and topic and write a seven to ten page research paper utilizing a minimum of ten scholarly sources. 2. Submit an abstract of the major findings of your research. 3. Submit an annotated bibliography at the time indicated on your syllabus. 4. Analyze in a three page formal paper your chosen article from the perspectives of the readings covered in the textbook as well as class discussions. Post your paper to the discussion board. Post two one-page papers critiquing and supporting two of the papers posted by your colleagues. Other (Term projects, research papers, portfolios, etc.) Each student is required to give a 10-15 minute presentation on the selected country and topic. A grading matrix is provided to assist each student. Required Materials Countries and Concepts: Politics, Geography, Culture Author: Michael G. Roskin Publisher: Prentice Hall Publication Date: 2015 Text Edition: 13th Classic Textbook?: OER Link: OER: Introduction to Comparative Politics Author: Kesselman, M., Krieger, J., & Joseph, W. A. Publisher: Wadsworth Publication Date: 2018 Text Edition: 8th Classic Textbook?: OER Link: OER: Comparative Government and Politics Author: Hague, Harrup & McCormick Publisher: Red Globe Press Publication Date: 2019 Text Edition: 11th Classic Textbook?: OER Link: OER: Introducing Comparative Politics: Concepts and Cases in Context Author: Orvis, Stephen, Drogus, Carol Ann Publisher: Sage CQ Press Publication Date: 2020 Text Edition: 3rd Classic Textbook?: OER Link: OER: Comparative Politics Author: J. Tyler Dickovick, Jonathan Eastwood Publisher: Oxford University Press Publication Date: 2018 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Course Identification Numbering System (C-ID)
...SJS 130 WMST 0002 SOCI 110 SOC 0001 SOCI 115 SOC 0002 SOCI 125 PSYC...
