SOC 0004. The Family
Units: 3
Also known as HDEV 22
Advisory: Completion of SOC 1 with grade of "C" or better
Hours: 54 lecture
A sociological approach to the analysis of the family as a social institution. Of particular interest are the changing structure of family, gender roles, dating, marriage, intimacy, relationships, and parenting. (C-ID SOCI 130) (CSU, UC)
SOC 0004 - The Family
http://catalog.sierracollege.edu/course-outlines/soc-0004/
Catalog Description Also known as HDEV 22 Advisory: Completion of SOC 1 with grade of "C" or better Hours: 54 lecture Description: A sociological approach to the analysis of the family as a social institution. Of particular interest are the changing structure of family, gender roles, dating, marriage, intimacy, relationships, and parenting. (C-ID SOCI 130) (CSU, UC) Course Student Learning Outcomes CSLO #1: Apply sociological theory to the understanding of the family as a social institution. CSLO #2: Evaluate the impact of social stratification on the experience of family. CSLO #3: Using the sociological imagination, evaluate definitions of family through history and culture. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify and critique the structure and function of family (past and present) in American society; 2. Analyze and evaluate the socio-political impact of changing definitions of family in American culture; 3. Distinguish between traditional and contemporary gender roles and their impact on the institutions of marriage and family; 4. Apply sociological theory to the understanding of the family as a social institution; and 5. Compare global familial relationships with a cross-cultural awareness. 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 - E1 Lifelong Learning and Self-Development CSUGE-D0 Sociology/Criminology Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4G Intrdis Social/Beha Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Examine family structure in terms of boundaries, communication style, power, values, and intimacy. Essay Examinations Example: In an essay, describe the impact of social institutions on the family. Essay based on a rubric developed by the instructor and shared with students. Objective Examinations Example: Answer multiple choice questions on separation and divorce and choose which response best reflects criteria outlined in lecture and text. Graded based on correct application of criteria. Sample question: Your family of orientation is: a) the family you grew up in: your parent(s) and siblings, b) the family you create with your significant other, c) your close group of friends that you relate to. Projects Example: Work in groups to develop a slide presentation on a chosen topic (ex. Sexuality and Sexual Health). Projects will be assessed on accuracy of material, depth of content, clarity of information presented and relevance to current issues. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lecture on family structures and then put students into small groups to discuss the structure of their family of origin. Then the instructor will bring the class back into a large group for report out and further discussion. Distance Learning Following an online lecture, students will complete a Discussion Board on J. Nelson's family meeting. Typical Out of Class Assignments Reading Assignments 1. Read the material on integrating work and family and post your experiences for the Blog Discussion with the class. 2. Read the material on family violence, locate local resources available to families to assist in mediating this and report findings to the class Blog for discussion. Writing, Problem Solving or Performance 1. Based on a given case study of a real family experiencing a specific issue, find resources and strategies that families can utilize to assist them in creating a more positive balance in their lives. 2. Choose a topic area we are studying (The Role of Gender) and analyze a specific issue such as "What's the harm in Barbie? Bratz? G.I.Joe?" Other (Term projects, research papers, portfolios, etc.) 1. Conduct an intergenerational interview of family members to assess the historical, cultural and familial changes in defining family. Required Materials The Family: Diversity, Inequality, and Social Change Author: Cohen, Philip Publisher: Norton and Company Publication Date: 2024 Text Edition: 4 Classic Textbook?: OER Link: OER: Families and Their Social Worlds Author: Karen Seccombe Publisher: Pearson Publication Date: 2020 Text Edition: 4 Classic Textbook?: No OER Link: OER: Instructors: Request a Sample eBook or Print copy Instructor status will be verified. Marriages and Families: Intimacy, Diversity, and Strengths Author: David Olson, John DeFrain and Linda Skogrand Publisher: McGraw Hill Publication Date: 2022 Text Edition: 10 Classic Textbook?: Yes OER Link: OER: 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.
ANTH 0004 - Native Peoples of North America
http://catalog.sierracollege.edu/course-outlines/anth-0004/
Catalog Description Hours: 54 lecture Description: Anthropological survey of the indigenous peoples and cultures of North America. Emphasizes ecological knowledges/practices, languages, material culture, social organizations, religion, mythologies, world view, and artistic representations and responses to change. Critical examination of the impact of tribal nations on each other as well as the interactions with other groups of people. Examines current conditions of Native American tribes and communities as well as contributions of Native Americans to the cultures of the Americas. Field trips may be required. (CSU, UC) Course Student Learning Outcomes CSLO #1: Describe and discuss the complexity and diversity of Native North American cultures, languages, social organizations and histories CSLO #2: Examine the ongoing influence of traditional lifeways, archaeology, environments, and historical interactions within Native North American cultures and communities CSLO #3: Discuss contemporary issues of Native North American individuals, tribal nations and communities Effective Term Fall 2018 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Distinguish and examine the major culture areas of North America 2. Compare and contrast Native North American sociocultural systems with each other as well as with other cross cultural cases 3. Explain the anthropological approach, methods, history and issues pertaining to studying Native North American peoples 4. Interpret the archaeological record of Native peoples of North America to address historical questions (ex. origin theories, migration patterns, ecology, change, etc.) and discuss the contemporary importance of archaeological sites from indigenous perspectives 5. Use contemporary examples to discuss the influence of traditional lifeways, such as art, medicine and spirituality, in multiple domains of Native American life. 6. Examine linguistic dynamics and issues within cultures and communities of indigenous North America 7. Compare Native American ways of knowing and being with Western and other non-indigenous mentalities 8. Analyze the relationship between Native Americans and other groups including an examination of the impact of European settler colonialism and genocide. 9. Document examples of Indian Country work in North America at cultural revitalization, political organization, economic development, sustainability, environmental activism, international organizing and similar global issues affecting indigenous populations internationally. 10. Use anthropological approaches to provide a supportive cultural strategy for intercultural communication, conflict resolution, cooperation, collaborative enterprises and problem-solving interactions between Native North American individuals, communities and others. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D1 Anthro/Archaeology CSUGE - D3 Ethnic Studies CSUGE - D7 Interdisciplinary Soc/Behav Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4A Anthro Archaeology IGETC - 4C Ethnic Studies IGETC - 4G Intrdis Social/Beha Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: The instructor assigns an article or book chapter for student scholars to read in preparation for an in-class reading discussion about the role of archaeology and knowledge of traditional lifeways in specific and current Native North American communities (course objective #5). Student scholars bring typed and printed reading notes about the assigned material to class for use during the reading discussion. The instructor directs student scholars to form small groups and to use their notes to begin discussing the main ideas and important information about the reading. Student scholars are then directed to discuss how the assigned reading pertains to the current learning unit in the course. Groups then work collaboratively to complete a reading discussion activity organizer which will be submitted for credit, along with reading notes, at the end of the class session. Essay Examinations Example: Student scholars will develop understanding of the basic culture areas within Native North America (course objective #1) through assigned reading, lecture and other learning materials. Formative assessments will then be used to ensure comprehension. The professor then assigns several case studies of specific tribes within each of the basic culture areas. In the next class session the professor facilitates a discussion about the articles. Student scholars will then write essays which use specific examples to compare specific features of the traditional grouping of Native North American cultures/tribes. Objective Examinations Example: Student scholars will take scripted answer exams (ex. LMS quizzes) to assess basic comprehension of the diversity and complexity of Native North American languages (course objective #4). Evaluation will be assessed based upon accuracy of answers. Projects Example: Throughout the semester student scholars will plan, conduct and present their own anthropological capstone projects (which will thus connect with most of the course objectives but in particular will draw upon course objectives #1, #2, #3 and #10). Student scholars will demonstrate their ability to apply anthropological approaches, theories and methods within their own independent, yet instructor guided, investigations. Student scholars are encouraged to examine topics which will advance their personal, academic and/or professional interests. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Professor lectures in order to define, explain and offer examples of the relationship between supernatural belief systems, art and healing practices within Native North American cultures (course objective #6). An academic and undergraduate level article is assigned which examines specific examples of the interconnection of religion and healing. At the next class session the professor directs student scholars to discuss in small groups the key points of the assigned readings. Student scholars brainstorm questions which are discussed by the class and facilitated by the professor. The instructor might then show a brief video which address other cases within Native North America. Student scholars are then directed to form new small groups and develop their own thoughts about the examples by applying the approaches and concepts learned earlier. Instructor assigns reading about the different dynamics and impacts of early settler colonialism upon Native North American cultures/tribes of different regions in the US (course objective #8). During the following session the instructor directs students to form small groups to discuss the article or book chapter. Towards the end of the discussion the instructor will hand out an in-class activity or exercise which requires student scholars to apply the ideas and information in the reading to new example(s) which may involve screening a brief video. Students engage in the activity/exercise and work collaboratively to fill out the information and respond to critical thinking prompts. At the appropriate time the instructor calls the groups together to share their findings and reflections on the assignment in a general class discussion. Distance Learning The instructor may then require students to develop their own thoughts and present them in the form of a VoiceThread assignment or discussion board post and then require peers to comment constructively on each other's assignments. Example: Students compare and contrast Native North American sociocultural systems. Typical Out of Class Assignments Reading Assignments 1. Student scholars read the assigned pages from the textbook or lecture notes on the current topic, pre-assess their knowledge (ex. LMS quiz) and come to the next class session prepared to ask questions and discuss the material. 2. Student scholars read an ethnographic article or book chapter, take notes and answer a reflection question for credit as well as in preparation for an in-class discussion activity. Writing, Problem Solving or Performance 1. After participating in an in-class discussion about the article facilitated by the professor, student scholars will write down their thoughts into a short essay or short answers wherein they discuss how the article relates to the key cultural anthropological topics and concepts they are currently studying. 2. After studying a specific theory, approach or concept, student scholars complete short essay assignments in which they apply what they’ve learned to a specific example from a list of choices including brief videos, current events or something from their own background or experiences. Other (Term projects, research papers, portfolios, etc.) Course Capstone Project—Throughout the semester student scholars work on their own cultural anthropology informed investigation into a cultural topic, issue or event of their own choosing. Student scholars collaborate with the professor and peers to develop relevant ideas and feasible methods. Student scholars then conduct library and/or first-hand data gathering and use approaches and concepts from the course to develop their own anthropological commentary. Final reports are shared with the professor and informally with peers in a variety of possible formats such as research papers, ethnographic videos, websites, original art projects, cultural skill demonstrations, etc. Required Materials An Introduction to Native North America Author: Sutton, Mark Publisher: Allyn and Bacon Publication Date: 2016 Text Edition: 5th Classic Textbook?: No OER Link: OER: North America Before the European Invasions Author: Kehoe, Alice Beck Publisher: Routledge Publication Date: 2016 Text Edition: 2nd Classic Textbook?: No OER Link: OER: Thunder Rides a Black Horse: Mescalero Apaches and the Mythic Present Author: Farrer, Claire Publisher: Waveland Press Publication Date: 2010 Text Edition: 3rd Classic Textbook?: No OER Link: OER: An Indigenous Peoples' History of the United States Author: Roxanne Dunbar-Ortiz Publisher: Beacon Press Publication Date: 2015 Text Edition: 1st Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
HDEV 0004 - Child, Family, and Community
http://catalog.sierracollege.edu/course-outlines/hdev-0004/
Catalog Description Hours: 54 lecture Description: An examination of the processes of socialization focusing on the interrelationship of family, school, and community. Examines the influence of historical and socio-cultural contexts. Explores the role of collaboration between family, community, and schools in supporting children’s’ development. (C-ID CDEV 110) (CSU, UC) Course Student Learning Outcomes CSLO #1: Describe socialization of the child focusing on the interrelationship of family, school, and community. CSLO #2: Identify the educational, political, and socioeconomic impacts on children and families. CSLO #3: Describe strategies that empower families and encourage family involvement in children’s development. Effective Term Fall 2018 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify how the child develops within a system and is influenced by multiple factors of socialization. 2. Compare historical and current theoretical frameworks of socialization. 3. Describe and assess the impact of educational, political, and socioeconomic factors on children and families. 4. Compare and contrast diverse family characteristics and parenting styles. 5. Evaluate the impact of one’s own experiences on their relationships with children, families, and the community. 6. Describe legal requirements and ethical responsibilities of professionals working with all children and families. 7. Identify and describe effective strategies that empower families and encourage family involvement in children's development. 8. Demonstrate a basic understanding of the social issues, changes, and transitions that affect children, families, schools, and communities. 9. Demonstrate knowledge of community support services and agencies that serve families. 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 Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4G Intrdis Social/Beha Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: In small groups, students will discuss the effects of socializing agents and share back with larger group. Essay Examinations Example: Essay and objective exams consist of a description explaining the process of socialization from both the family perspective and societal perspective. Rubric Grading. Objective Examinations Example: Answer multiple choice questions on Bronfenbrenner's theory and choose which response best reflects criteria outline in lecture and text. Graded based on correct application of criteria. Projects Example: Culminating semester project in which the student creates a personal ecological systems map. Rubric Grading. Reports Example: Students research a local community agency that advocates for young children and/or families, interview agency personnel to extract relevant information determining what the agency does that is beneficial to the socialization of individuals. Students devise an advocacy plan and present their materials to the class. Rubric Grading. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lecture on the similarities and differences between concepts in David Elkind's, "The Hurried Child,", students' chosen supplementary book and the theories described in course content. Students will then discuss their own experiences related to this content. Activity: Instructor will present information from local community resources and referral agencies that produce reports on the various counties' needs for child care within the greater Placer area, illustrating the concerns of parents in their search for quality care for their children. Distance Learning Students will listen to a voice thread lecture on community resources and post discussion board responses. Typical Out of Class Assignments Reading Assignments 1. Read two supplementary books, Elkind's "The Hurried Child," and student's choice from the instructor's list of approved books(each book highlights pertinent information from the class text, but expands on concepts in a "real world" format). Make comparisons of material between each book and the text. 2. Research via the Internet (or alternative source), local community agencies affecting the socialization process of young children. After collecting background reading material, students present information to the class. Writing, Problem Solving or Performance 1. Research a local community agency that advocates for young children. Interview agency personnel, gather information regarding the activities of the agency, and compile a paper and visual presentation for the class that emphasizes the purpose of the agency and how it is beneficial to the socialization of young children and/or families. 2. View two television programs geared toward young children, one with an educational focus and one with a purely entertainment focus. Track: time show airs, description of characters, portrayal of roles (ethnic, gender, occupational), conflicts and/or acts of aggression, altruistic acts and the number and type of advertisements shown during the programming. Increase awareness of the messages the media is sending young children as they critically assess each program. Other (Term projects, research papers, portfolios, etc.) 1. Students will write an advocacy plan for assisting young children and/or families within their community. 2. Students will develop a map of their own socialization based on Bronfenbrenner's Ecological Theory. Required Materials Child, Family, School, Community: Socialization and Support Author: Berns, R. Publisher: Harcourt Brace Publication Date: 2016 Text Edition: 10th Classic Textbook?: OER Link: OER: There Are No Children Here Author: Elkind, David Publisher: Da Capo Press Publication Date: 2001 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
POLS 0004 - Russian and East European Political Systems
http://catalog.sierracollege.edu/course-outlines/pols-0004/
Catalog Description Hours: 54 lecture Description: Comparison of Russian government and politics with that of other Eastern European states. Discussion of the past imperial and communist systems. Focus on social and political actors, decision-making institutions and major policy issues. (CSU, UC) Course Student Learning Outcomes CSLO #1: Describe and compare ideas that play key roles in shaping politics in Russia and Eastern Europe. CSLO #2: Compare the Russian presidential system of government to other political systems in the region. CSLO #3: Outline the processes and institutions involved in creating, implementing and enforcing laws in the Russian Federation and other political systems in the region. CSLO #4: Assess the ability of political institutions in Russia and the region to accommodate diversity. CSLO #5: Apply theories of transition and stability of political systems to the Russian Federation and other states in the region. CSLO #6: Compare state-society relations in the Russian political system to other political systems in the region. CSLO #7: Identify crucial contemporary issues in politics in the region and summarize relevant government policies. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives At the conclusion of this course, the student should be able to: 1. Assess the meaningfulness of Eastern Europe as a distinct region where political systems share similar traits. 2. Demonstrate the influence of historical context (including the Soviet legacy) on contemporary politics in the region. 3. Identify the ideologies and political culture shaping politics in the region and demonstrate which aspects of politics they influence. 4. Describe the institutions making up Russia's executive and legislative branches of government and assess their relative power by outlining their processes of interaction. 5. Describe the Russian constitution, the rule of law and the Russian judiciary and assess their significance. 6. Discuss the historical evolution of federalism and evaluate the degree of autonomy of regional governments in Russia. 7. Apply theories of political stability and change to the transition from communism and evaluate the status of democracy in the region today. 8. Compare the political institutions of the Russia Federation to those of at least one other political system in the region. 9. Appraise civil liberties and civil rights in Russia today. 10. Describe elections in Russia and assess their implications for government and the party system. 11. Compare the roles played in Russian politics by the media, interest groups, elites and social movements. 12. Compare the state-society relations of Russia to at least one other political system in the region. 13. Identify the major policy issues in the areas of internal security, the economy and foreign policy of the day and summarize contemporary Russian government policies. 14. Compare the policies of Russia to those of at least one other political system in the region. 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 Classroom Discussions Example: Students will post responses to questions posed by the instructor on the discussion board that demonstrate comprehension of the material. Example: How is Russian political culture evident in the ideologies that prevail in its society today? Essay Examinations Example: Written, in-class exams consisting of IDs, short answer, paragraph and essay questions that reflect learning outcomes. Example: Define perestroika. Objective Examinations Example: Quizzes composed of ten multiple choice questions drawn from the readings and lectures. Example: Russian judges are selected by: a) the president; b) the Duma; c) the parliament and the president; or d) none of the above. Reports Example: Compose a dossier of articles published in Russian newspapers available on the internet that relate to a particular topic discussed in class. Write a 3 page summary of your findings and what you learned. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will provide lecture on the Russian presidency while students take notes and ask and answer questions. Instructor will organize groups to discuss particular aspects of assigned political systems in the region. While communications can occur off the website, students will post their reports to the discussion board for student comments and instructor feedback. Distance Learning Instructor will provide lecture as text and video on nationalism. Students will take notes using provided outline and will make posts to discussions on the topic. Typical Out of Class Assignments Reading Assignments 1. Read the assigned chapter on the presidency and prepare to discuss it in light of presidential power in the US. 2. Read an article in a major newspaper that is related to our discussion of elections. Writing, Problem Solving or Performance 1. Participate in a negotiations game in which you represent the interests of a particular group or actor and seek to resolve a contemporary, pressing problem facing Russia. 2. Write an essay examining the role of a strong presidency as a force inhibiting the development of a strong parliament, party system or civil society. Other (Term projects, research papers, portfolios, etc.) Compose a dossier of articles published in Russian newspapers available on the internet that relate to a particular topic discussed in class. Write a 3 page summary of your findings and what you learned. Required Materials Central and Eastern European Politics Author: Sharon L. Wolchik and Jane Leftwich Curry Publisher: Pearson Publication Date: 2018 Text Edition: 4th Classic Textbook?: OER Link: OER: Russian Politics and Society Author: Richard Sakwa Publisher: Routledge Publication Date: 2020 Text Edition: 5th Classic Textbook?: OER Link: OER: Developments in Russian Politics Author: Stephen White & Richard Sakwa Publisher: Duke University Press Publication Date: 2019 Text Edition: 9th Classic Textbook?: OER Link: OER: Politics in Russia Author: Remington Publisher: Longman Publication Date: 2015 Text Edition: 7th Classic Textbook?: OER Link: OER: Putin's Russia Author: Stephen Wegren Publisher: Rowman Littlefield Publication Date: 2019 Text Edition: 7th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Recommended: an introductory textbook for comparative politics.
WMST 0004 - Feminism and Social Action
http://catalog.sierracollege.edu/course-outlines/wmst-0004/
Catalog Description Also known as SOC 10 Advisory: Completion of ENGL N with grade of "C" or better Hours: 54 lecture Description: Examines sociological underpinnings of social action and explores unique contributions of feminism in challenging traditional gender scripts and roles. Provides an overview of the ways in which people engage in deliberative social action to change the conditions of their lives and of their communities. Emphasizes sociological theory as applied to issues related to the institutions of family, health, religion, employment, sexual harassment, housing, and interpersonal violence. Students in this course will actively engage in the exploration, analysis, and solutions of feminist issues. (CSU, UC) Course Student Learning Outcomes CSLO #1: Apply feminism and feminist theory to the study of social change. CSLO #2: Evaluate feminism and social action through the lens of intersectionality (i.e. the intersection of gender with race, ethnicity, socio-economic status, sexualities). CSLO #3: Evaluate the role of feminist movements in the influence of research and policy affecting the lives of women. CSLO #4: Evaluate the role of individual impact on feminist issues via engagement in research and/or social action. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Upon completion of this course, the student will be able to: 1. Correlate feminism and feminist theory to the study of social change; 2. investigate the ways in which social change may be formulated, strategized, and initiated; 3. critique the historical contributions of women who have worked for social change; 4. compare the strengths and challenges of a variety of leadership styles; 5. appraise how gender stereotypes intersect with other social systems, such as age, class, disability, race, ethnicity, religion, and sexual orientation; 6. analyze the role of gender based power struggles in working toward community revitalization efforts; 7. analyze social issues and social change efforts using a feminist perspective; 8. analyze and evaluate whether the goals and methods of particular social actions are consistent with an empowerment model of social change; 9. evaluate the impact of structural and policy changes; and 10. evaluate the strategies for future feminist activism. General Education Information Approved College Associate Degree GE Applicability AA/AS - Social Sciences AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D4 Gender Studies CSUGE-D0 Sociology/Criminology Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4D Gender Studies IGETC - 4J Sociology/Criminlgy Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Instructor will lead students through an in-class activity practicing the steps to taking action in reference to a topic example (i.e. violence, reproductive rights, labor) Essay Examinations Example: Essay Exam Question: Example 1. Chart the cycle of domestic violence as discussed in the reading. Using examples, explain each stage of the cycle. Analyze and discuss the reasons why abused individuals might stay in abusive relationships. Example 2. Give an example of an organization that provides health care information for women -- who are they? What is their mission? What type of information do they provide? How do you locate them? Include an analysis of this organization through the lens of feminist theory. Objective Examinations Example: Evaluation based on short essay, matching, true/false, and fill-in exams; writing assignments; student presentations; and class participation activities. Examples: The Amendment to the U.S. Constitution guarantees women the right to vote. a. 1st b. 14th c. 19th d. 21st Women's Studies programs were born out of the a. 1st wave of the feminist movement b. 2nd wave of the feminist movement c. 3rd wave of the feminist movement d. Title IX of the Education Amendments of 1972 Projects Example: Community Activism Project This project is intended to connect the student with community based leaders, programs and resources, as a way to gain firsthand insight into the practice of making a difference in people's lives. This assignment requires the student to partner with a community organization, one that works for change and/or provides a direct service related to course content. Instructor will work to facilitate the relationship between organization and student. Step one is to plan an action. This will involve considering the history of the issue, identifying the need for action, and planning the action itself. A written summary and/or digital story will either be a plan (for a future action) or a reflection of how the student or the organization they are currently involved with have met (or are meeting) the steps for change. Be sure to address each of the steps to activism in the written summary (see "Fight Like a Girl"). A required part of this project is to create a resource list (including a minimum of 6 agencies, contact name/s, addresses, phone numbers and e-mail contact information) and a written summary of your project Reports Example: Students will be asked to pick a related topic of interest to research further and produce a written or digital story explaining details of the topic and analyzing its relevance to course concepts. For example, the role of women's unpaid labor in both family's economic status and a nation's Gross National Product. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Referencing a related reading assignment given to students, instructor will facilitate a dialogue about the link between feminist theory, feminist movements, and activism in women's lives. Instructor will lead students through an activity practicing the steps to taking action in reference to a topic example (i.e. violence, reproductive rights, labor). Distance Learning Referencing a related reading assignment given to students, instructor will facilitate a dialogue about the link between feminist theory, feminist movements, and activism in women's lives. Dialogue may occur via discussion boards, Voice Threads, video chat, zoom. Typical Out of Class Assignments Reading Assignments Students will have weekly reading assignments. 1. Read "A Movement for Everyone" in the Fight Like A Girl text, and be prepared to discuss what you see as the biggest challenges facing women's movements today in terms of inclusion. 2. Read the chapter in "Nine Women" about Jessie Lopez-De La Cruz and identify one experience or influence that struck you as being significant in her life. Be prepared to come to class to engage in a discussion with your classmates. Writing, Problem Solving or Performance Students will regularly write formal, college level, essays related to course material. Examples include: 1. What does "feminism" mean to you? What has been your prior experience with feminism or feminist? How do these experiences compare to the definition of feminism as stated in your textbook readings. What is the significance of one's cultural traditions (i.e. Mexican, Asian, Native American, African American or other cultural beliefs) in considering this question? 2. Identify and describe at least two socio-structural explanations for gender differences in political participation. Other (Term projects, research papers, portfolios, etc.) Chose a topic, related to our course content, to explore in further detail. Using academic research sources (i.e. JSTOR, ProQuest) research this topic. Include your critical analysis on the topic utilizing the feminist perspective. Include your critique of the issue and its impact on the status of women, as well as proposed activisms for a solution. Required Materials Women Across Cultures: A Global Perspective Author: Shawn Meghan Burn Publisher: McGraw Hill Publication Date: 2023 Text Edition: 5 Classic Textbook?: No OER Link: OER: Fight Like a Girl: How to be a fearless feminist Author: Megan Seely Publisher: NYU Press Publication Date: 2019 Text Edition: 2nd Classic Textbook?: No OER Link: OER: Women's Activism, Feminism, And Social Justice Author: Margaret A. McLaren Publisher: Oxford University Press Publication Date: 2019 Text Edition: 1 Classic Textbook?: No OER Link: OER: Abolition. Feminism. Now. Author: Angela Y. Davis, Gina Dent, Erica R. Meiners, Beth E. Richie Publisher: Haymarket Books Publication Date: 2022 Text Edition: 1 Classic Textbook?: No 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)
...130 SOC 0004 SOCI 140 SOC 0027 SOCI 150 SOC 0003 SOCI 160 SOC 0009...
