Course Content.  This course traces the 18^th, 19^th, and 20^th centuries intellectual, theoretical, and evolutionary ideas and Schools of Thought of the emerging discipline of Sociology in Europe and the United States.  These historical periods coincide with the Enlightenment or Age of Reason to the Rise of the Industrial Revolution and beyond.  We will give special attention to Emile Durkheim, Karl Marx, and Max Weber, the Big Three in the field of Sociology, as well as the more influential Schools of Thought (Functionalism, Conflict Theory, Marxism, etc.).  Many enduring and important theoretical concepts and methodologies in contemporary Sociology can be traced to the Classical Theorists and Schools of Thought.  We will analyze the timeless and transcendental socioeconomic, and sociocultural issues raised by groups of people engaged in social relationships in human societies.  What is the essential nature of Society?  Can these patterns of human life be described, explained, and predicted with some degree of confidence?  What are the patterns of social relationships and societal developments in changing societies?  What happened to the Idea of Progress?  How do we reconcile the issue of individual responsibilities and rights with societal needs and demands for stability and conformity?  Why are social order and social change never-ending theoretical issues in Sociology, regardless of the time period under analysis?  How are the issues raised in theory a reflection of the historical issues present when the Theorists formulated their theoretical frameworks?  What exactly is the Sociology of Knowledge?  What has been the effect of a Eurocentric view in Sociological Theory?  Why was Thomas Kuhns work so influential in theory?

The primary focus of the course will be the development of Classical Sociological Theory concurrent with the emergence of Sociology as a discipline and the expression of those ideas in Contemporary Sociological Theory?  We want to examine the linkages of contemporary Sociological Theory to Classical Theory.  We do this by presenting an overview of the major ideas of the major Classical theorists, including an overview of the historical and intellectual contexts within which these men developed their theoretical perspectives. 

A basic and important assumption in this class is that Sociological Theory has important and practical consequences for how we organize and critique Society, whether or not we realize this or not.  A related point is that there is not really a lot of new and never-before-raised-issues in theory.  Most of the most important and enduring questions and issues relating to human life and organized societies are very old and seem to be raised in all periods and times, albeit in variations of a common theme. 

This class relies on critical thinking skills, abstract thinking, mastery of the basic concepts of Sociology, and an enduring curiosity about the world we live in.  Social facts do not inherently and automatically order themselves for all to see.  How we see social reality and explain social facts is based on perspective, on mental organizations, which then determine what we see and what kinds of questions we ask about social relationships. 

Course Goals:  Student Mastery of the Major Classical and Contemporary Sociological Theorists and Schools in Europe and the United States from the 18^th Century to Contemporary Times.  Relatedly, the development of student critical thinking skills, abstract thinking, and the articulation of similarities and differences in the different Classical and Modern Theorists and Theories in the last two hundred years.

HTC Core Competencies

      Aesthetics

      Analysis/Problem-solving/Critical Thinking

      Appreciation of Diversity in a Context of Global & Historical Awareness

      Citizenship and Social responsibility

      Effective Communication

      Efficient Use of Technology

      Ethical Reasoning and Behavior

      Understanding and Applying Science

      Wellness

Course Requirements

Method of Instruction: Lectures, Class Discussions, and Class Participation. ______________________________________________________________________________

Attendance Policies: 

• How many unexcused absences (cuts) are permitted during the semester?  Four.
• What happens if a student exceeds four cuts during the semester?  Guess.
• What if the fifth cut occurs before the Withdrawl deadline?
• What is the Definition of Excused Absences?
• Can a relative die and rise from the dead or die more than once per semester?  Not really.
• Stop me if you have heard this one?  Unexcused Absences (Cuts) and Lame Excuses.
• Consequences of Persistent Tardiness.
• What is the Deadline to Withdraw from the Course with a grade of W. 
• What are the Criteria for Makeup Exams?
• What are the Criteria to Request a grade of Incomplete?
• Is there a Cell Phone Policy?  Why, yes!

_____________________________________________________________________________________

 HOW MANY TIMES MAY I CUT (UNEXCUSED ABSENCES) THIS CLASS: FOUR  TIMES . 

 WHAT IF THE FOURTH UNEXCUSED ABSENCE OCCURS BEFORE THE OFFICIAL WITHDRAWL DATE?  The student will be dropped with a W (Withdrew) regardless of his or her academic standing at that time in the class. 

 WHAT IF THE FOURTH UNEXCUSED ABSENCE OCCURS AFTER THE OFFICIAL WITHDRAWL DATE?  The student will not be dropped.  The student remains on the class roll,  receiving the grade that she or he earns the entire semester to the end. 

 Excused Absences.  You must provide me with a timely written and acceptable reason on letterhead from the relevant professional (doctor, court administrator, insurance adjuster, etc.) clearly stating why you had to be elsewhere at the time of the class or exam or why you were too sick to attend.  Written excuses from family, spouse, employer, friends, boyfriend, girlfriend, mom, dad, lawyers, are not acceptable.  Remember: if you cannot satisfactorily document an absence, the absence becomes a cut or unexcused absence.

Death & Resurrection.  Any one close relative (parents, siblings, grandparents, spouse, children, cousins, in-laws, uncle, niece, aunt) can die only once per semester.  You must provide me with written  proof that you are a close family relative (the deceased is your son, daughter, father, mother, grandparent, sibling, in-law, aunt, nephew, etc.) of the deceased by providing me with an acceptable obituary memorial program(s) or similar written document with your name listed as one of the surviving family members.  Remember: if you cannot document an absence, that absence is not excused.

Unexcused Absences:  I have heard so many bad excuses.  SUGGESTION:  Save your four permitted cuts for when you really need them.  If you cannot document an absence, the absence becomes an unexcused absence.

Tardiness.  You will be counted absent if, in my opinion, you persistently (more than once or twice per month) come to class late and disrupt my lectures.  Understand that coming in late disrupts the class, including me, who has to stop the lecture to see who it is.  A student who leaves during class and do not return to class will be counted absent.

INCOMPLETES:

Criteria used to assess a student request for a grade of Incomplete:

• A student has made semester-long positive progress.  The student is not failing.
• The student makes the request before the final exam.
• All formerly assigned work has been completed satisfactorily and on time. 
• No failing grade on any major exam (60% correct or above).
• Any other academic factors that are relevant for me to make a determination.
• A documented and acceptable sudden major student or close family emergency.

Cell Phones In Class:  Cell phones, beepers, etc., must be turned off during class.  Never have your cell phone on in my class.  Cell phone disruption will result in your being excused from class and counted absent.  Consistent interruptions from cell phones will result in the student being dropped from the class.

Assignments/Projects: All students must select an instructor-approved term research paper to be due on Friday, November 22, 2002.  This assignment will be discussed in class on Wednesday, September 4, 2002. 

September 20, 2002 is the deadline for student to have the instructor approve their outlines for the research project.  No extensions permitted.

Students may elect to develop their research project individually or in groups of two students per project.  However, should one of the students drop the class or be dropped by the instructor, the remaining student will still be responsible for the project and its delivery on time.

Late assignments:  Late assignments will be accepted only if the instructor accepts a written reason from an acceptable source indicating that you could not be in class that day.

EXAMS:   Exams One, Two, and Three, plus the Research Project, are to be developed outside the classroom and turned in on the assigned dates.  The Instructor will be available for assistance.

·      Exam One: 100 Points

·      Exam Two: 100 Points

·      Exam Three: 100 Points

·      Semester Research Project: 100 Points

·      Class Participation: 100 Points.

·      TOTAL POINTS: 400 POINTS.

CLASS PARTICIPATION (100 POINTS):  This is the equivalent of a major exam grade; that is , class participation is worth 100 grades.  However, if you never speak up, you still receive 60% of a major exams grade or 60 points.  This is an advanced class.  By now, you should be over the fear of speaking up in class. 

Policy on Academic Dishonesty: Academic dishonesty includes any form of cheating, plagiarism, falsification of records, collusion, or giving false information to any College official. See the College Bulletin for definition of terms, penalties and procedures for appealing dishonesty. Instructors have the option to recommend a grade of F for the course if dishonesty is proven.

===========================================================================

EXTRA CREDIT OPPORTUNITIES

Class Attendance Rewards:

1.  Students with NO unexcused absences during the semester earn 40 Extra Points of Credit.

2.  Students with ONE unexcused absence during the semester earn 25 Extra Points of Credit.

3.  Students with TWO unexcused absences during the semester earn 15 Extra Points of Credit.

Instructor-Awarded Extra Credit:  I may reward a student with any number of extra credit points and/or exemption from the final exam without loss of points or grade if, on the basis of consistently excellent performance, I conclude that the student has earned the extra credit and/or the exemption.

Curving Grades:  Class grades will not be curved.  Individual student grades may be curved depending on the semester-long academic performance of the student making the request. 

Evaluation Methods

A = 450 to 500 Points  (90%--100%)

B = 400 to 449 Points  (80%---89%)

C = 350 to 399 Points  (70%---79%)

D = 300 to 349 Points  (60%---69%)

F = 299 or fewer Points.  (59% or lower)

_____________________________________________________________________________________

If necessary, we will adjust exam date(s) to reflect changed circumstances.  Students will have plenty of notice that an exam date has been changed.  This usually happens when class discussions take more time than I anticipated.  However, we will go with the class discussions even if it means adjusting the exam date(s).

Mandatory Meeting.  A student who makes a D or F grade on Exam One and/or Exam Two MUST schedule a meeting with me so we can assess what problems the student is having in the course, and so we can work together to ensure it does not happen again.  The meeting is not to chew anybody out, but to help the student do well in future assignments and exams.  Most such meetings last 20 minutes.