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evening classes SOC 290 Social and Cultural Change

nextB e n e d i c t i n e H a l l m a r k s 2 0 1 1 - 2 0 1 2 STABILITY STEWARDSHIP



learning outcomes


Benedictine UniversityMargaret and Harold Moser Center1832 Centre Point CircleNaperville, IL 60563

Love of Christ and Neighbor Prayer Stability Conversatio Obedience Discipline Humility Stewardship Hospitality Community

Phone: (630) 829-6289Fax: (630) 829-1375

moser college mission and vision

Addresses the educational needs of adult students by developing and providing engaging, relevant and accelerated programs.

Enhances scholarship, leadership skills, social responsibility, and promotes life-long learning.

Provides high-quality, easily accessible educational opportunities for adult learners.

Enables adults to earn specific undergraduate and graduate degrees while maintaining their personal and professional commitments.

Develops new degree and non-degree programs that address the expressed needs of the professional community.

course syllabusb l e n d e d m o d e l

Moser College Mission Statement: Moser College embodies the values of respect, excellence, collaboration, and professionalism. We are committed to delivering innovative and dynamic programs designed for adult students who are dedicated to enhancing their professional, local, and global communities. Moser College Vision Statement: To be one of the premier university colleges in the nation.

SOC 290

Social and Cultural Changeinstructor version

about this document about Moser Collegeabout blended learninghallmarks of a Benedictine education student expectations attendance policyfinancial aid submission of work library resourcesservices for students with disabilities

Academic Honesty PolicyAPA formatting and stylenetiquette course overviewrequired textbooks grading scale IDEA objectives IDEA descriptionlearning outcomescourse schedule

content links index

2Content Links

http://ben.edu/academic_programs/moser/about/mcaps-mission-and-vision.cfm

http://ben.edu/academic_programs/moser/about/mcaps-mission-and-vision.cfm

http://www1.ben.edu/programs/adult_cohorts/Current_Students.asp



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About Your Program at Benedictine University – Moser College

About This Document

This is a hypermedia document – it has been built to mimic navigation on the web. This document can also be viewed as a presentation or it can be printed like a traditional document. We use this sort of document because it allows for navigation links (hyperlinks) to text, graphics, audio/video, and the web. This type of document also allows you to navigate in a nontraditional, nonlinear way – by following the page links you are not bound to read or flip through the document in any sort of order. This is yet another example of Moser College’s commitment to advancements in technology and blended learning.

About Moser College

The Moser College of Adult & Professional Studies delivers its curricular programs in a specifically designed structure deliberately oriented for working, adult learners. The Moser College is committed to providing a learning environment which extends beyond the classroom and is designed specifically to meet the needs of its students and their employers by bringing a quality educational experience without requiring the student to relocate or travel extensively beyond their home area. Benedictine University's Moser College of Adult & Professional Studies is fully accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools*.

hallmarks of a Benedictine Education:

About

About Blended Learning

Blended learning is the integration of different learning environments: mainly the online format with the face-to-face format, but may also include mobile learning. Blended learning, also referred to as hybrid learning, relies on both the advantages of digital/technology innovation and the methods of face-to-face instruction. At Moser College, we use blended learning by combining asynchronous online classroom sessions with a face-to-face classroom environment. We alternate between the online session and the face-to-face session in 5-week courses, with the A session being face-to-face and the B session being online.

SOC 290 | Social and Cultural Change

* web path Benedictine Univ Academic Programs Moser College

http://www.sxc.hu/browse.phtml?f=download&id=1287062



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The Ten Hallmarks of a Benedictine Education

A Benedictine Education

Based on the Rules of Saint Benedict, a Benedictine Education is based on the Benedictine Wisdom Tradition that sets as its goals the transformation of the Human mind AND Heart and has at its foundation “The Ten Hallmarks of a Benedictine Education”. The Ten Hallmarks

Each academic year Moser College will be celebrating two of the Hallmarks. This academic year 2011-2012, the Hallmarks Stability and Stewardship have been chosen. The ten hallmarks are:

1. Love of Christ and Neighbor

2. Prayer: a Life marked by liturgy, lection and Mindfulness

3. Stability: commitment to the daily life of this place, its heritage and tradition

4. Conversatio: the way of formation and transformation

5. Obedience: a commitment to listening and consequent action

6. Discipline: a way toward learning and freedom

7. Humility: knowledge of self in relation to God, others and creation

8. Stewardship: responsible use of creation, culture and the arts

9. Hospitality: openness to others

10. Community: call to serve the common good

Portrait (1926) by Herman Nieg (1849–1928); Heiligenkreuz Abbey, Austria

Hallmarks


http://www1.ben.edu/programs/centers_institutes/CMI/rule.asp

http://www1.ben.edu/programs/centers_institutes/CMI/The%20Ten%20Hallmarks%20of%20Benedictine%20Education.pdf



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Student Expectations

Expectations of Students

In order to get the maximum use of the time available, it is expected that you will: • Read the material to be covered in the class and complete

required assignments prior to attending the class/session;• Arrive/login to class/session prepared to participate actively; • Be prepared to actively participate in the collaborative activities

of each class/session; and• Always feel free to seek additional help from the instructor when

the need arises.

Attendance Policy

Students may not miss more than 25% of the live classroom sessions. Doing so will result in an F for the course.

Expectations

financial aid information


Submission of Work

All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor. Assignments must be submitted by due date. Any assigned work submitted late for any unexcused reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L. In the event that you miss an examination for due cause, arrangements must be made with the instructor for a make-up examination. Important criteria concerning the submission of work:

• Make-up examinations may differ from the original class examination.

• Per University policy, assignments cannot be accepted by an instructor after the last day of the course.

• Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes. information concerning netiquette:



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Financial Aid Information

Applying for Financial Aid

A college education is one of the largest financial investments a family will make. We believe that an education from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial Aid is dedicated to helping students and their families make a Benedictine University education affordable. We view the process of financing an education as a partnership. Although the student and his/her family have primary responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have a variety of financial aid programs available to students who need financial assistance.

Financial Aid

Types of Financial Aid

Benedictine University's Office of Financial Aid administers a variety of federal, state and institutional programs of student financial assistance. All financial aid recipients must maintain satisfactory academic progress in accordance with the published, "Satisfactory Academic Progress Policy for Financial Aid Recipients.“

• After completing the financial aid application process, the student will receive a financial aid award notification letter. The award letter will include the program(s) that the student is eligible to receive and the award amount(s).

• Grants/Scholarships - Grants and scholarships are considered to be gift assistance. This means the awards do not have to be repaid.

• Loans - Loans are considered to be a form of self-help assistance. Loan programs provide funds for educational purposes and are paid back with interest.

• Employment - Part-time jobs on campus are available to students through the University and Federal Work-Study program. Students working on campus receive a bi-weekly paycheck.

• Applying for Financial Aid – All students applying for financial aid are asked to complete the Free Application for Federal Student Aid (FAFSA).FAFSA – Free Application for Federal Student Aid

The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance. It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax returns readily available when completing the FAFSA. Include Benedictine University's school code: 001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent information, one parent must also sign you FAFSA.


http://www1.ben.edu/resources/financialaid/documents/2012SAPPolicy.pdf

http://www.fafsa.gov/



http://www.fafsa.ed.gov/

http://www.pin.ed.gov/PINWebApp/pinindex.jsp






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About Netiquette

What is Netiquette?

"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.

Netiquette

Netiquette Basics

1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice 3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with

friends may not be appropriate in a classroom or in an online conversation with an instructor 4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the

web, 3) providing links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs and headers and 6) limiting your use of attachments

5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier for the poster, but it is not easier for the reader

For more information please review Netiquette by Virginia Shea

Inappropriate Online Usage

1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often online then in face-to-face interaction, because there is an illusion of anonymity.

2. Flaming is neither productive nor appropriate for the learning environment3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to

grammar, punctuation and spelling corrections4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling

and is often seen as a form of aggression5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text

language

Confidentiality and Privacy

1. Email, messaging and posting are forms of written record and are just as permanent as a letter or document

2. Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)

3. Respect copyright and cite any and all sources 4. Do not expect that your communications are private, instead assume all communications are

public




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Benedictine’s Library Resources

Benedictine University Libraries strive to provide the resources for all of your academic and research needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7 days a week, we are here to assist you in person and online.

The primary mission of the Benedictine University Library is to provide library resources and services that support the Benedictine University community and meet its academic and research needs. To support our mission, the Library has made provisions for all students to gain access to important academic resources through the Benedictine Library Website. As you begin your academic journey please take note of these key concepts that will affect that access:

• Entry into academic databases and most Library resources must be made through the Benedictine Library Website at www.ben.edu/library

• Within one week of your official enrollment your patron information will be automatically entered into the library system, where once entered, you will be able to check out books and access databases

• When off-campus you will be prompted by authentication software (a proxy server) to provide your Library ID number and last name to access article databases and request books. This software proxy server confirms that you are a current Benedictine University student and thus allowed access

• Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is the Library ID number with X’s being the seven digit student number. This number is prominently located just below the barcode on your Benedictine ID card

• For further information on any aspect of Library resources and access please call or write the Benedictine Library Reference Desk at 630-829-6057 or [email protected]. Please take note of Library hours and staff directory located on the Library Website under About the Library and feel free to contact us about any concern or need you might have

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Resources for Success

additional resources for student success:



learning outcomes IDEA schedule &

sessions

Library


http://www.ben.edu/library

mailto:[email protected]



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University Academic Honesty Policy

The search for truth and the dissemination of knowledge are the central missions of a university. Benedictine University pursues these missions in an environment guided by our Roman Catholic tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification, destruction, multiple submission, solicitation, and misrepresentation are violations of these expectations and constitute unacceptable behavior in the University community.

To access the complete Academic Honesty Policy, which includes student responsibility, responsibility and authority of faculty, violations, reporting and communicating, responsibilities of the provost, appeals, composition of the academic appeals board, procedures of the academic appeals board, and records, please select the following link: www.ben.edu/ahp

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Resources for Success

APA Formatting and Style

All course assignments must use APA citation and formatting. This is a mandatory requirement for all assignments, including discussions, if a publication or other work is being referenced. For more information on APA, please see the APA Style section at the website of the American Psychological Association, linked here: www.apa.org/

APA resources for students: www.apa.org/about/students.aspx

Services for Students with Disabilities

Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 prohibit discrimination against individuals with disabilities by standing provision of reasonable accommodations to make programs and activities accessible to qualified individuals with disabilities. If you have a documented learning, psychological, or physical disability, you may be eligible for reasonable academic accommodations or services. To request accommodations or services, please contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to fulfill essential course requirements. The University will not waive any essential skill or requirement of a course or degree program.

Other Resources


http://www.ben.edu/ahp

http://www.apa.org/

http://www.apa.org/about/students.aspx



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IDEA Objectives

• Acquiring skills in working with others as a member of a team.

• Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)

• Gaining a broader understanding and appreciation of intellectual/ cultural activity (music, science, literature, etc.)

• Developing skill in expressing oneself orally or in writing.• Learning how to find and use resources for answering

questions or solving problems.• Developing a clearer understanding of, and commitment to,

personal values.• Learning to analyze and critically evaluate ideas,

arguments, and points of view.• Acquiring an interest in learning more by asking questions

and seeking answers.

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Individual Development and Educational Assessment

IDEA Description

The IDEA student survey focuses on the instructor’s learning objectives for the course and on the progress each student made toward achieving those objectives. By answering thoughtfully and honestly, your ratings and comments will be much more helpful – to the instructor, the department chair, and the dean of the college. As students, you should also know that student ratings and comments have been used to help evaluate courses and to improve the educational experience at Benedictine University. The appropriate standard of conduct with respect to student surveys is thoughtful comments and constructive criticism – respectfully communicated.

A Focus on Learning

“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than emphasizing teaching style or personality, the IDEA system focuses on student learning and the methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5

IDEA


http://www.theideacenter.org/node/5



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Course Description

Analysis of large scale historical change, the succession of types of societies and the emergence of the contemporary world. Evolution of social institutions (the family, religion) and speculation about significant future change.

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Faculty Evening Course Overview

Course Materials Required Textbook and Materials Alexander, J. C., Thompson, K., & Edles, L. D. (2011). A Contemporary Introduction to Sociology, 2nd Edition: Culture and Society in Transition (2nd ed.). Paradigm Publishers. ISBN-13: 978-1594512704

Suggested Course Materials • Benedictine Library – Films on Demand Access

• Lunsford, A. A., Ede, L. S., Matsuda, P. K., & Tardy, C. M. (2009). The St. Martin’s handbook. Boston: Bedford/St. Martin’s.

The Course Grading Scale

Technological Computer Requirements Students in the Blended program will need: High-speed Internet access; a sound card and speakers; Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or higher. It is also highly recommended that students have access to a microphone or webcam for optional audio/videoconferencing.

A = 4.00 90 - 100% EXCELLENTB = 3.00 80 – 89% GOODC = 2.00 70 – 79% SATISFACTOR

YD = 1.00 60 – 69% PASSF = 0.00 BELOW 60% FAIL I = INC INCOMPLET

E

Course Overview

Discussion Forum Guidelines To receive a minimum passing grade, students must make a post to each discussion question for that week by day 4 of each week and respond to at least two other postings by the end of the week. Individual Posts are worth up to 5 points and the total Response Posts are worth up to 5 points total. Each discussion will total up to 10 points.




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Faculty Evening Course Outcomes Based in Bloom’s Taxonomy

Learning Outcomes Assignments Points• Analyze some historical and modern examples of large

scale social change.• Examine key historical social movements and their

components.

Anatomy of a Social Movement Activity

Timeline of a Social Movement

50 pts

50 pts

• Discover the components and structures of culture.• Classify specific relationships between various aspects of

culture and how they impact each other in daily life and within social movements.

Online Discussions and responses (4x)

Cultural collage mini-presentation

40 pts

60 pts

• Assess how social structures impact the individual and societies.

• Determine individual connection to social movement.• Formulate a lesson plan for teaching a specific subject to

the class.• Compare social movements which affect specific sectors

of a culture.

Social Journal Paper

Group Chapter Facilitation

200 pts

200 pts

• Predict the future of social structures.• Evaluate the progression of social movements

throughout history.• Examine how social movements can impact individuals.

State of the Future Paper

Speculation Group Activity

200 pts

100 pts

• Create a virtual portfolio which highlights the class work based on individual effort

• Construct a chronological record of a social movement.

All assignment instructions can be found in the “content” tab.

Course Portfolio 100 pts

Total Points for course 1000 pts

Learning Outcomes

about Bloom’s Taxonomy


http://www.roe11.k12.il.us/GES%20Stuff/Day%204/Process/Blooms/Mary%20Forehand%20discussion-Bloom's%20Taxonomy.pdf



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Faculty Evening Course Schedule

Session Loc. Class Title Assignments 01 A F2F Understanding Sociology –

Defining & Discovering• Chapter 1 in “Sociology”• Begin Social Journal Paper• Defining Social Movements Activity• Identify a movement of impact

01 B online Understanding Sociology – Social Change - Defining

• Chapter 18 in “Sociology”• Anatomy of a Social Movement Due• Online discussion 1

02 A F2F Social Movements – Analysis • Begin Social Movement Timeline• Groups select Chapter Facilitation

chapters (6-10)• Social Journal Update

02 B online Social Structures • Chapter 3 in “Sociology”• Social Movement Timeline Due• Online Discussion 2

03 A F2F Socialization • Chapter 5 in “Sociology”• Social Journal Update• Cultural collage mini presentations

(pairs)

03 B online Mass Media • Chapter 4 in “Sociology”• Group Chapter Facilitation Project

(Chaps. – 6-10) Lesson Plan portion due

• Online Discussion 3

04 A F2F Politics • Chapter 17 in “Sociology”• Social Journal Update• Group Chapter Facilitations – Oral

section due

04 B online Urbanism and Population • Chapter 16 in “Sociology”• Online Discussion 4• Start Course Portfolio

05 A F2F Society – Speculation • State of the Future paper due• Speculation Group activity (chaps.

11-15)• Final Social Journal Update

05 B online What We Learned… • Course Portfolio Due• IDEA survey due• What I learned D2L assignment

Course Schedule




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Learning Objectives

1. Summarize overall design and flow of the course through syllabus review.2. Outline grading and the contiguous design of the course.3. Define and discuss sociology as a social science and field of study.4. Establish a basic understanding of basic concepts of sociology such as culture, subculture, and social structures.5. Consider the impact of the social realm and the individual.6. Discover how the study of sociology helps us understand the complexities of modern society.

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Faculty Evening Session 1A

Activities, Assignments and Agenda

Reading: Chapter 1 in “A Contemporary Introduction to Sociology” Course agenda:• Introductions and syllabus review. Please review the

course philosophy. This will help you explain how the course will unfold.

• Start with the in-class assignment of defining social movements. Have the students name social movements and discuss what makes them qualify as social movements. The idea is to have them come up with a list of attributes which define social movements. (The definition you can use is on pg. 603 of “Sociology”). Use this exercise as an introduction to reviewing Chapter 1.

• Review Chapter 1 – (optional approach is to divide the chapter pages up between small groups of students and allow them to summarize it to the rest of the class). Optional Film-on-Demand - Sociology Defined

• The optional Film-on-Demand can be shown In-Class in cooperation with the review of Chapter 1. OR you can have the students watch it on their own time as the link will be available in D2L under the “Links” tab.

• Introduce assignments listed below:

Individual Assignments Begin Social Journal Paper – This journal is a paper (this is

not the journal function in D2L) assignment which will become part of the course portfolio. Each week the students will have a question to answer and will write 1 -2 pages to answer each question. There are a total of 5 questions (journal should be about 5 – 10 pages in length). This assignment is meant to help students express their feelings about specific social issues which are related to various topics that will be introduced throughout the class. They will be asked to discuss some of their thoughts during the Journal Updates that

occur during Face-2-Face (F2F) meetings. They do not have to share personal information but the updates are a way for them to share ideas and learn from others. This is not intended to use APA citations but can if needed. The instructions and questions for this assignment are in the “Content” section of the course in D2L.

Identify a movement of impact – Students are to select a historical social movement that they could have been a part of if they were alive at the time. These movements do not have to be based in the US but this will make it easier for the students to find information on the assignments which will come later (reference the Course Philosophy for how this movement will be used). Their selection will be the basis for several assignments throughout the course.

Course Portfolio – The students are to compile all of their individual assignments into a file which they will turn in as a graded project. A checklist of assignments and instructions are located in D2L in the “Content” section.

In-Class Assignments Defining social movements – see description above.

• Due in 1B – Anatomy of a Social Movement (see next page for details)

Session 1A




learning outcomes



Learning Objectives

1. Define and identify key large scale social movements and their historical impact. 2. Evaluate the impact of large scale social movements on modern society.3. Analyze how social movements have impacted the individual in the a modern context.4. Comment and respond to questions in a virtual environment to supplement the in-class

discussions and readings from the course text.

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Faculty Evening Session 1B

Activities, Assignments and Agenda Reading: Chapter 18 in “A Contemporary Introduction to Sociology”

Individual Assignments

Anatomy of a social movement assignment due – In this assignment students will identify the components of a social movement using their chosen movement of impact. This assignment is to be a short paper (1 -3 pages written) that outlines specific aspects of a social movement, namely: main leader(s), activist groups involved, the issue that sparked the movement, the opposition to the movement and outcomes of the movement. The instructions for the students are in the “contents” section of the D2L.

D2L Discussion:

Online discussion 1: What are the key characteristics of a social movement? What is the difference between social movements and collective behavior?

Discussion Questions – details

Discussion question initial posts should be at least 150-200 words answered in a single post. The instructions to students can be given as follows:

1. Do not include the original Discussion Question in your response so that you have a more accurate word count. The original Discussion Question does not count towards your minimum word count.

2. Your discussion question response should demonstrate reflective, critical thought.

3. Whenever possible, please try to relate the course content to real-world applications from your experience.

4. Your response should be an example of your academic writing. Please do not simply “cut and paste” a variety of facts from the Internet or other sources.

5. Be sure to cite your sources appropriately, using in-posting citation and listing references used.

Discussion Responses - details

Discussion question responses should be substantial (50 – 100 words minimum) and add to the overall conversation constructively. The instructions to students can be given as follows:

6. Contribute two or more substantive discussion responses to your peers or instructor under the Discussion Question by the end of the next Sunday

7. Both quantity and quality are important considerations when posting substantive messages. For example, "I agree” does not constitute participation because it does not add anything of substance to the discussion. In order to earn full participation points, the messages must be related to the course topics for the week and include new ideas, personal perspectives, and examples or relevant follow-up questions.

8. Your grade for discussion questions is dependent upon BOTH your initial posting and subsequent responses to your peers. Failure to answer substantively in both aspects or to be late in your postings will influence your grade adversely.

Session 1B




learning outcomes



Learning Objectives

1. Examine the chronology of events within a major social movement.2. Identify subcultures and components of society which will form the basis of group Chapter Facilitations.3. Share revelations from the social journals 4. Organize group teaching activities to start preparations for the group Chapter Facilitations.5. Explore social movement similarities as discovered through assignments and readings.6. Clarify Chapter Facilitation expectations for all groups.

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Reading: Groups read their chosen chapter for their Chapter Facilitation (Chapters 6 – 10 in “Sociology”) – see week 3B & 4A for details.

Course Agenda• The Social Journal Update is related to Ch. 18 and is a

good way to start the class to review ideas from the previous week.

• Discuss the Anatomy of a social movement and the how that will tie into the timeline activity.

• Discuss the Timeline of a Social Movement Assignment and how it is to unfold and then allow them time to start working on the assignment. It is due in Session 2B so they will appreciate the time. This assignment can be submitted to the D2L dropbox assigned to it. The due date can be a the day prior to the next class.

• Explain the Group Chapter Facilitation assignment. Allow students time to select their groups (try to keep it as equitable as possible) and then allow those groups time to get together to select their chapter. No 2 groups can have the same chapter. Then meet with the groups to help them understand your expectations of the group Chapter Facilitation assignment.

Individual Assignments Social Journal Update #1 – Students share a revelation or

discovery that they captured in their journal. Everyone must share something.

Timeline of a Social Movement Assignment – The timeline activity is not about mapping out the timeline of the movement of impact by itself, it is about mapping out how the historical social movement is linked to other movements that followed that effected the same

demographic. An example of this would be Woman’s Suffrage of the 1920’s was followed by the Women’s Movement for Equal Rights in the 1960s and 70s. From the Equal Rights movement the argument could be made that the Pro-Choice movement developed.

• The point of the assignment is to get the student to trace, using time, how a particular group in a society continues to fight for certain rights. This timeline activity should have both a visual and a written component. The visual timeline should demonstrate how the overall timeframe for all of the interrelated movements plays out. (see timetoast link below – link will be available for students in the links section.) Major events in each movement, from the historical movement of impact to whatever modern movement, should be marked on the graphic timeline. The written component outlines the student’s explanation for the movements they chose. The written section should be no more than 3 pages.

• (http://www.timetoast.com/ - timetoast is a free website that allows for the creation of timelines which can be shared on the web – there are others out there that are free and easy to use)

Group Assignments Allow time for the groups to strategizes how they are going to teach their chosen chapter back to the class. (See assignment group details – Week 3B and 4A / Student instruction in D2L in content)

Session 1A

SOC 290 | Social and Cultural Change>

http://www.timetoast.com/



learning outcomes



Learning Objectives

1. Complete the discovery of chronological analysis for social movements. 2. Identify the structures that are part the construction of cultures.3. Distinguish the difference between norms and values as social structures.4. Categorize the aspect of culture that directly impact the individual.

17



Reading: Chapter 3 in “A Contemporary Introduction to Sociology” Individual Assignments Social movement timeline assignment due. Students are to turn this assignments into the “dropbox” in D2L.

D2L DiscussionOnline discussion 2: In America we tend to talk about the “American Dream”. We all have some idea of what this means. But how might the “American Dream” differ for different cultural groups within America? Provide examples within your answer.

Optional Film-on-DemandDifferent Cultures This link is also available to students in the “Links” section of D2L.

Remind students that they have the Virtual collage mini presentation assignment due next Face-2-Face session.

Session 1B


http://digital.films.com.libweb.ben.edu/PortalPlaylists.aspx?aid=8602&xtid=40119&loid=72742



learning outcomes



Learning Objectives

1. Explore the relationship between the conventions of culture and the daily life of the individual. 2. Visualize aspects of culture which are specifically impactful to understand how they influence

daily interactions among members of a given society.3. Investigate the process of socialization and how impacts the creation of the “self” and society.4. Continue personal exploration of societal constructs through the practice of journaling.5. Compare and contrast how a cultural components impacts individuals.

18



Reading: Chapter 5 in “Sociology”

Class agenda• This class session is about socialization and cultural structures. The Social journal update #2 is related to Ch. 3

(Cultural Structures) so you want to start with a review of Ch. 3 and then have the students do the social journal update. Remember, all students have to share something

• The cultural collage mini-presentation is a great segue between Ch. 3 and Ch. 5. Have the groups do their presentations which should be no longer than 10 minutes each. Debrief the common themes that emerge and use them as a link to how we are socialized (Ch. 5).

• Provide groups time to work on their Chapter Facilitation assignment with your tutelage.

Individual Assignments Social journal update #2 – as before, this sharing occurs In-Class. In-Class Assignments Cultural collage mini presentation – The object of this assignment is to have the students realize that even though they are working towards the same idea, how they see it and define it is different. This assignment gives a microscopic view of how people internalize cultural structures.

• Pair up the students (depending on number of students you can also put them into groups of 3). Have them select a cultural norm or value for the group.

• Individually have them select 5 images (5 per person). The group will then compile their images into a collage which can be displayed either in poster form or virtually. If you want them to do a paper version, you will have to tell them the class session before so they can prepare.

• Then have each group compare and contrast the images chosen in a brief presentation to the class.

Group Assignments Group work on Chapter Facilitation components - The Chapter Facilitation assignment is meant to have student groups select a chapter of the “Sociology” book (Chapters 6 – 10) and teach it back to the rest of the class. There are two parts to this assignment: one is a lesson plan which outlines how the group is going to teach the class and the other is the Chapter Facilitation. This lesson plan should include a full and complete outline of what the group is going to present and how they are going to do that. (See Lesson Plan details in 3B and the Chapter Facilitation part is in 4A)

Session 1A




learning outcomes



Learning Objectives

1. Examine the influence of the mass media on society and culture.2. Explore the historical progression of social movements and how they impact current cultural

structures.3. Analyze the impact of mass media on cultural norms and values.4. Present interpreted understandings of social events from modern perspectives.

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Reading: Chapter 4 in “Sociology”

Supplemental Reading: St. Martin’s Handbook, Chapter 12 (Preparing a Research Project) and 19 (APA Style) Group Assignments Group Chapter Facilitation – group lesson plan due. You have to go into D2L and assign students to the groups. This will give them a dropbox folder to turn in their lesson plan. This will also allow you to grade the assignment and D2L will distribute the grades for you. Details for lesson plan: The lesson plan should outline how the group is going to teach their chosen chapter to the class. The lesson plan should highlight:1. their teaching strategy – explanation of how they are going to teach and what learning objectives they want to cover,2. the information they are going to cover – major points, importance of those points, 3. their notes for the visual portion of the Chapter Facilitation (i.e., PowerPoint, artifacts, etc.) – they have to have some

visual way to illustrate their points,4. the instructions for their activity – they must have the class DO something to either show they have learned (quiz or

test), as a learning activity (discussion, game or other such activity) or as an assignment to be graded by them,5. a reference list for their cited sources – in APA format.This lesson plan should be more than 5 pages (a page for each segment at a minimum).

You may want to meet with each group prior to this week so that you can make sure they are on the proper track with their Chapter Facilitation plans. It is ok if all the chapter are not chosen. You want decent group size (at a minimum 2 people). D2L DiscussionOnline discussion 3: In what ways do you think mass communication has impacted us positively? And in what ways has it impacted us negatively?

Session 1B




learning outcomes



Learning Objectives

1. Examine the role of politics and “the state” in society.2. Speculate on how particular political ideologies grow and develop within a given society.3. Evaluate the perspective of others relative to their interpretation of historical social movements

and their continued impact on society.4. Develop a deeper understanding of power and social control by analyzing politics on both societal

and personal levels.

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Reading: Read Chapter 17 in “Sociology”

Class Agenda• Depending on the amount of time you have for the class session you may want to do the Chapter Facilitations first.

This way you can ensure that each group gets their turn. If you cannot get all the groups in in one class you can have them finish in week 5. Allot for about 5 minutes for each group to set up and close down.

• The social journal is related to Ch. 4 (Media & Communication) and is either a nice starting point for the class or a good segue after the Chapter Facilitations to bring everyone back together.

• Review Ch. 17

Individual Assignments Social journal update #3 Group Assignments Group historical movement Chapter Facilitation – oral portion due – Each group has 30 minutes (strict time limit) to teach the class about their chosen chapter. Within that 30 minutes they have to complete their activity and show their visual(s). Going over time should impact their grade as you may have up to 5 groups. (This portion is worth 125 points. The written lesson plan is 75 points.)

Session 1A




learning outcomes



Learning Objectives

1. Construct ideas about the future of the urban landscape given the current trends of demographic change.

2. Elaborate on the growing change in the demographics of America and how this is impacting American culture.

3. Discuss urbanism as a phenomenon and social movement.4. Describe how population movement to more urban areas has impacted the culture of our modern

world.

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Reading: Read Chapter 16 in “Sociology” Individual Assignments Start the compilation of the course portfolio – All assignments in the course are compiled into a portfolio for review and analysis of overall course activities. Instructions for this assignment can be found in D2L under the “contents” tab. D2L DiscussionsOnline discussion 4: In which major respects do the demographic trends in the US contrast with those of other more developed countries? What are the reasons for the differences? What are the similarities?

Session 1B




learning outcomes



Learning Objectives

1. Collaborate with others to predict the future state of certain institutions in society. 2. Correlate the development of a large scale societal movement to the possible future impact of

that movement on society.3. Assess overall individual learning in relation to the perceptions of society and culture held at the

beginning of the course and how they changed by the end of the course.4. Share what was learned with each other as part of the creation of a classroom culture.

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Class Agenda• Start with the social journal update as it is related to chapter 16 and has an overview component as well.• Introduce the Group In-Class Assignment and allow the groups time to read through their chosen chapter. Then given

them additional time to prepare their presentation to the group. There is no formal written part to this assignment, but the students can make notes for their presentations.

• Collect papers.

Individual Assignments State of the future paper due – this paper’s purpose is to provide the student with the chance to speculate on the future of

the cultural group who staged the initial movement of impact they had chosen. This essay assignment also asks them to think about how they can contribute to the continuance of the movement as they see it. This paper should be about 3- 5 pages long using APA format for citations.

Final social journal update – this last update is related to chapter 16 and has an added component of an overview of the class from the students’ perspective.

Group In-Class Assignments Speculation Group Activity for Chapters 11 – 15 in Sociology – This In-Class assignment will provide groups the chance to

help others visualize the future of one of the following areas:Chapter 11: Crime and Deviance Chapter 12: Work and the EconomyChapter 13: Education Chapter 14: Health and MedicineChapter 15: Religion

In this assignment you allow the students to select a speculation chapter. Depending upon the number of students you have try to keep it as even as possible so that it is as equitable as possible. You can keep the Chapter Facilitation groups together for simplicity. It is ok if all the chapters are not chosen.

In this in-class activity the students read the chapter in their groups and come up with a brief presentation about how they feel this particular aspect of society will be different 10 years from now. In their brief presentation they have to outline where we are today in their chosen area and then provide where they believe society will be in 10 years. These presentation should be between 10 – 15 minutes in length.

Session 1A




learning outcomes



Learning Objectives

1. Finalize class work by compiling all of the assignments into a portfolio for reference and review.2. Reflect on salient ideas which were learned from the material covered In-Class.3. Evaluate impact of studied materials on the life of the individual as it pertains to further study.

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Individual Assignments Course portfolio due – included in the portfolio are all the papers written in the class and any other assignment type produced. The portfolio will be in virtual form. The instructions for this are in D2L in “contents”. The portfolio is the students chance to fix past assignments and put together something that shows a high level of accomplishment. However, it is up to you to set the expectations for if what they turn is re-graded or not. This should not be a way for them to turn in missed assignments as students will wait to the end to turn in all their assignments.

D2L Discussion:Instructions for the final D2L discussion are:Please write a statement to your classmates noting what you learned in this class. This is not graded but is considered part of the portfolio and may affect your portfolio grade if not submitted.

Session 1B




learning outcomes



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Faculty Evening Session Course Philosophy

Session 1B


Course Design Philosophy

This course is designed to allow the student to connect to the ideas presented by way of their affiliation with a cultural group. To do this, the course design calls for several key events to take place:

1. Students have to identify a movement of impact. “Movement of impact” is the social movement that most resonates with who they are. Whatever social movement they chose they will use for the following assignments during the class:

a. Anatomy of a social movement activity

b. Timeline of a social movement assignment

c. State of the Future paper.

2. The hope is that they chose a movement they would have been directly effected by had they been present at the time the movement started. An example of this idea would be a female student chooses the women’s suffrage movement or an African American student may choose abolition. While the hope is they choose a movement where they would have a connection, they can and should be afforded the chance to choose any movement they desire.

However, whatever movement they select, they will use that movement for the 3 assignments mentioned. The reason for this is the assignments have a connection through chronology. See the example below:

• Abolition would be a valid selection for a student’s “movement of impact.”

o This social movement would be the one the student would profile in the Anatomy of a social movement activity.

o The timeline activity is not about mapping out the timeline of the movement of impact, it is about mapping out how the historical social movement still has vestiges of impact in modern times. An example of this would be Woman’s Suffrage was followed by the Women’s Movement for Equal Rights in the 1960s and 70s. From the Equal Rights movement the argument could be made that the Pro-Choice movement developed. The point of the assignment is to get the student to trace how a particular group in a society continues to fight for certain rights.

o Finally, the State of the Future Paper is to provide the student with the chance to speculate on the future of the cultural group who staged the initial movement of impact they had chosen. This essay assignment also asks them to think about how they can contribute to the continuance of the movement as they see it.

In the course files of D2L, are the assignment explanation sheets you can use to assist students with their assignments.

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