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... Classical Social Theory Sociology 380 Fall 2022 Dr. Allison Carey Office: Office Phone: Office hours: T/Th 10-12 W 1-2 and by appointment Course Description For a field of study to flourish, we must move beyond our founders ideas that were developed long ago; however, we must also understand these early ideas which form the cornerstones of our field, incorporate these ideas when valid into our own theories, and situate our constant advancement in the fields history and body of thought. Thus, the study of classical social theory involves the discovery of how these ideas can be applied to understanding social phenomena today, and how we have moved on from and built upon these ideas through time to increase our understanding of our social world. In this course we will explore the meaning, purposes, and techniques of theory building. We will examine in depth the work of several classical theorists including Durkheim, Marx, Weber, Du Bois, and others. For each theorist, you will work towards both applying and criticizing their ideas as they relate to explaining contemporary social phenomena. Students will also work towards seeing the relationships among theorists, such as how they understood similar problems, when and why they diverged, and the implications of various ideas for sociology and social policy. Department Goals: Students in Sociology will (1) Learn and understand core sociological concepts and perspectives. (2) Develop and use analytic and research skills to gain new knowledge in sociology. (3) Develop the ability to synthesize and evaluate information; and (4) Apply to current social issues. (5) Acquire and improve appropriate discipline-specific communication skills to share their contributions with others. Course Objectives: By the end of this course, students should be able to (1) Define and explain key concepts and theories from classical sociological theory (2) Apply and evaluate these concepts and theories to contemporary social issues and, in doing so, demonstrate a solid ability to think critically in ones applications and evaluations (3) Explain the historical development of classical sociological theory. (4) Examine how theory is influenced by personal biography (5) Articulate clear and logical arguments, both in writing and orally, as appropriate for an upper-level college course Course Format This is a face-to-face course, composed of interactive lecture and small group discussion. I strongly encourage you to ask questions, express your ideas, and take the risk of developing opinions out loud. I expect students to respect all opinions while also challenging the opinions expressed when you disagree. I expect students to attend classes and to be prepared for class. I am also available outside of class time, and I encourage you to use that time to help you succeed. 1 Required Texts Kenneth Allan, Explorations in Classical Sociological Theory, 4th Ed., Sage, 2017 eBook available with unlimited users through the university library. Reserve Readings are available through D2L. Please make sure you have access to the book. You are expected to read the material prior to the class sessions for which it is assigned. You are responsible for the readings, whether we cover it in class or not. I will place a copy of the text in the library for 3-hour reserve. Assignments and Grading 5 of 6 Homework Assignments 20 points per assignment 100 Students are expected to complete 5 of 6 potential homework assignments. Homework assignments should be about 2 pages typed. I prefer double-space, 1-inch margins, 12 point font, but I am flexible on formatting. These assignments are intended to keep students actively involved in the readings and to give you an opportunity to process the material. They are also intended to demonstrate your knowledge of the material. They are graded, and each will be worth a total of 20 points per assignment, for a total of 100 points. You may do 6 assignments and drop your lowest grade. You may not do more than 6 graded assignments. Please note that there are specific questions for each theorist. There is also an alternative homework assignment designed to offer more flexibility for students who have demonstrated success with the material. You must have earned a 19 or 20 on two assignments before you can do the alternative assignment. 2 Exams 100 points each 200 There will be 2 exams. These will either be a take-home in which students have one week to complete the exam, OR a combination of take-home essay and in-class exam. For take-home exams, students may consult texts and notes and talk with the professor, but NOT work with other students. You must complete both exams to pass the course. Attendance and Participation 50 Attendance and participation will be noted for each class day, for a total of 0-2 points for each class day attended. 0 = absent 1 = late, leave early, minimal participation 2 = active participation (asked an informed question, offered an example) Points begin Sept 2nd, for a total of 25 class days. * I give you two free misses. You can use these for mental health days, when you have the sniffles, when you have something else to do. * Quarantine and other documented medical absences up to 6 absences will not negatively affect your participation grade. *Students who disrupt class either with technological interruptions, talking with other students, or inappropriate behavior will earn a zero for attendance/participation on that day. * Although A/P counts for only 50 points, students may NOT miss more than 8 classes, including the two freebie classes. Students with 9+ absences will fail the class. . TOTAL 350 A=350-325 A-=324-315 B+=314=304 B=303-290 B-=289-280 C+=279-270 C=269-245 D=244-210 F=209 and below 2 Course Policies Masking/COVID-19 policies We will follow university guidance regarding COVID. If students are placed in quarantine, I will work with them to support their success. Grade Requirements Sociology majors must receive at least a C in each of their required sociology classes, including this one, for it to count towards their major requirements. Writing Requirements This course is purposefully writing intensive, and it is designed to help students improve their writing, critical thinking, and the development of logical arguments. As such, writing is taken very seriously in this class. For both homework assignments and for take-home exams, points will be deducted for grammar/writing mistakes, as well as for problems of clarity, organization, and logic. Students will receive 2 points off for each 5 writing/grammar errors (e.g., incorrect punctuation, misspelling, misuse of possessives). Students with more than 10 writing errors per homework assignment or exam will be required to fix their homework assignments and to explain for each error why it is an error. Therefore, poorly written papers will lose points and create more work for you. Problems of organization, clarity, and logic will also be addressed in ones grade, a paper that suffers these problems will not be eligible for an A, and may face more significant reductions in grade depending on the severity of the problems. On homework assignments, deductions of 2 points for writing/grammar cannot be removed through re-writing; deductions of additional points can be removed by submitting a list of errors with each error corrected and an explanation of why it was an error. Papers that still have writing errors will not receive points. Deductions on the exam cannot be earned back. Tutoring There is tutoring for theory content AND tutoring for writing. The Sociology Department provides a tutor for theory content, and I will get you their information. The Writing Center also provides writing tutors. Some students know ahead of time that they have difficulties in writing, understanding readings prior to lecture, and/or applying abstract knowledge. If you expect to have difficulties in this course, PLEASE BE PROACTIVE. This is a GREAT time to start seeing a writing tutor once a week to work on your writing skills. We can also set you up with weekly appointments to see a content tutor. Tutors are NOT provided to edit your papers or tell you how to do your homework and exams. They are intended to enhance your understanding of theory and improve your writing skills. If you use a tutor, treat them respectfully and with an appreciation of their mission. See me if you want assistance scheduling time with a tutor. Academic Dishonesty Plagiarism is the act of using someone elses words or ideas without referencing the author so that the words or ideas appear to be ones own. This includes placing your own name on a paper written by another student, taking written sections verbatim of someones writing without quotations, making slight modifications in someone elses writing, or even taking the ideas developed by someone else without referencing them. The possible consequences of plagiarism include a zero grade for the paper or failing the course. In all instances involving a penalty, written notification will be sent to the Dean of Students. A second instance of plagiarism at the university will lead to the initiation of formal university procedures. Please see University Catalogue for more information on plagiarism and university policies regarding academic 3 dishonesty. Given that this is an upper-level required course, academic dishonesty will be treated very seriously (i.e., you will likely fail the course if you plagiarize). Academic dishonesty also includes violating the terms of the take-home exam, including discussing the exam questions with any person other than the professor, reading other students exam answers, or using someone elses writing without appropriate citations on an exam. Academic dishonesty on an exam will lead to a grade of Zero for that exam and likely failure of the course. D2L Power Point lecture notes and reserve readings are available at the D2L site. Timeliness I will NOT accept late homework assignments. I will NOT accept homework assignments outside of class. Homework assignments should be turned in in-person during class. I show some flexibility if students are sick or have exceptional circumstances as evidenced by a Deans notification. I will NOT accept late take-home exams. There will be no variation in this policy except in situations of dire emergency documented by Dean's notification. Feedback before assignments are due I am happy to answer questions or talk with your prior to handing in homework assignments. I can also speak with you regarding any take-home portion of an exam, although I will not read essays via email prepared for an exam before they are due. Accommodations for students with disabilities Students with disabilities who need accommodations should notify me as soon as possible of their needs. It is better to be proactive in making accommodations then to make changes only after a problem arises. I am happy to assist you in considering and implementing accommodations. Preferred Name and Pronouns If you have a name that you prefer rather than the listing in the official roster, please let me know. I will ask all students to report their pronouns. All class participants will try to respect preferred names and pronouns. Technology in the classroom Please be respectful in your use of technology in the classroom. Shut off all cell phones, electronic games, etc If you must keep your cell phone on, please notify me, if possible keep your phone on vibrate mode, and leave the room immediately if your phone buzzes. Students who disrupt the class or engage in unprofessional behavior in class will receive a zero for their participation grade for that class day. No unauthorized recordings, audio or video, are allowed. Title IX Policy and the No More Campaign Shippensburg University and its faculty are committed to assuring a safe and productive educational environment for all students. In order to comply with the requirements of Title IX of the Education Amendments of 1972 and the Universitys commitment to offering supportive measures in accordance with the 2020 regulations issued under Title IX, the University requires faculty members to report incidents of sexual violence shared by students to the University's Title IX Coordinator at https://www.title9@ship.edu/ or by calling 4 717.477.1161.The only exceptions to the faculty member's reporting obligation are when incidents of sexual violence are communicated by a student during: 1. a classroom discussion; 2. in a writing assignment for a class; 3. or as part of a University-approved research project. Faculty members are obligated to report sexual violence or any other abuse of a student who was, or is, a child (a person under 18 years of age) when the abuse allegedly occurred to the person designated in the University protection of minors policy found here https://www.ship.edu/globalassets/no-more/su-protection-and-supervision-of-minors-oncampus.pdf Information regarding the resources that are available to victims of sexual violence are set forth here https://www.ship.edu/life/resources/womens-center/resources/ and reporting processes and resolution can be found here https://www.ship.edu/globalassets/administrationfinance/policies/701-002-sexual-misconduct-policy.pdf Course Outline *This outline is tentative and subject to change Aug 23 Introduction. Aug 25 What is Theory? Evaluating Theory through Comte Chapter 1, Beginning to See Aug 30 Sept 1, 6, 8 Marx Chapter 3 and D2L reading by Marx due Aug 30th Sept 1, Homework #1 Due Sept 13, 20, 22, 27 Durkheim Chapter 4 and reserve reading by Emile Durkheim Sept 13, Homework #2 Due Sept 15 no class Sept 29, Oct 4, 6, 12 Chapter 5 and reserve reading by Weber Sept 29, Homework #3 Due October 10 No class Fall Break Distribute take home exam October 12 Oct 20 Comparing/contrasting theories Oct 25 For those taking an in-class component, your exam during class For those taking the complete take-home, appts available as needed Oct 27 Mid-term essays due in class, hard copy, at start of class October 27, Nov 1, 3 Chapter 6 Mead, and reserve reading by Mead Nov 1 Homework #4 Due Nov 8, 10, 15 Chapter 6 Simmel and reserve reading, George Simmel Nov 8, Homework #5 Due Nov 17, 22, 29 Chapter 8, and reserve reading by DuBois Nov 18, Homework #6 Due 5 Nov 24 No class Thanksgiving Distribute Exam on Nov 29th Dec 1 Compare/contrast theorists Finals Week Final Essays are Due Thursday December 8th 11:59 by 2pm. For those with an in-class exam component, exam will be whenever the exam is scheduled. Homework Assignments The homework assignments are meant to be about 2-3 pages and should show that you have completed and considered the assigned reading. Use the assigned text reading and the reserve reading if assigned to answer each of the following questions. At least two of your homework assignments must be from the following three theorists - Marx, Durkheim, Weber. Ten points will be deducted from your overall homework grade if this condition is not met. Each assignment asks you to use a quote from the reserve reading. To be clear, the reserve reading is not the Allan & Daynes textbook. The reserve reading is the additional reading on D2L written by the theorist. #1 Marx. (1) Explain Marxs understanding of human nature. (2) Marx argues that, while all past economic systems have had "haves" and "have-nots", capitalism is particularly brutal (most explicitly in the D2L reading). Explain why according to Marx capitalism is more brutal than past economic systems (be clear why its more brutal than other systems, so you need some comparison/contrast). (3) Build an argument about whether you agree or not that capitalism is more brutal in that regard. Provide evidence as you are able from your life and/or the world you see around you to support your argument. In the course of your paper, pull out and explain a (or several) quote(s) from the reserve reading that contribute to your discussion. #2 Durkheim. 1. Explain Durkheims ideas on how and why the division of labor affects solidarity. What is solidarity like in a society with a low (or no) division and labor and what it is like in a society with a high division of labor? 2. How does the relationship between division of labor and solidarity relate to punishment (punitive vs. restitutive)? 3. What is collective conscience and give an example of it. 4. Marx doesnt believe in collective conscience. He talks of class consciousness and false consciousness. Considering American modern society, develop an argument regarding whether or not we have a collective conscience. In the course of your discussion of i-iii, pull out and explain a (or several) quote(s) from the reserve reading to contribute to your discussion. #3 Weber. 1. What is rationalization? 2. In his book The Protestant Ethic and the Spirit of Capitalism, Weber explains that Protestantism encourages the growth of the spirit of capitalism. Why/how does Protestantism encourage capitalism? 3. How do the Protestant Ethic and the spirit of capitalism each serve as examples of rationalization? 4. Considering the characteristics of rationalization, in what ways has education, the government OR the family rationalized and in what ways have they resisted rationalization? In the course of your discussion, pull out and explain a (or several) quote(s) from the reserve reading that contribute to your discussion. #4 Mead. 1. Mead argues that the self is a social object. What does this mean and how do we develop a self? 2. Common advice is to ignore what other people think about you and just be yourself you do you. Mead would find this advice rather empty. Explain why its impossible for good productive people to ignore the perspectives of other people. 3. Since Mead focuses on 6 the micro level, what is his understanding of society and individuals relationship to society. In the course of your discussion, pull out and explain a (or several) quote(s) from the reserve reading that contribute to your discussion. #5 Simmel. 1. What are objective and subjective culture? Provide an example to explain the difference. 2. Simmel identifies three variables of objective culture (e.g. absolute size). What are they and how do they drive objective culture? 3. What is the impact of objective culture on the modern person? In other words, what is it like for a person to live in modernity for Simmel? 4. Compare/contrast Simmels view of modernity with either Marx, Weber, or Durkheim. In the course of your discussion, pull out and explain a (or several) quote(s) from the reserve reading that contribute to your discussion. #6. Douglass and Du Bois. 1. Explain Du Bois argument about the ways in which cultural oppression has been legitimated and facilitated. 2. Explain what standpoint theory is. 3. Some of Douglass and/or DuBoiss ideas could be discussed or related to Mead or Simmel. Describe one way in which the ideas of Douglass and/or DuBois could be explained or elaborated upon by Mead or Simmel (e.g., How might Mead think about DuBoiss double consciousness? or how might Mead think about DuBoiss standpoint theory? How might Simmels work on culture connect to DuBoiss understanding of culture?.... ) 4. How easily or not could Douglass and DuBois ideas extend to explain the experiences of other minorities (e.g., Latinx, AsianAmericans, Muslins, immigrants, LGBTQ*)? Give an example of a concept that could be used well to discuss some other minority group or give an example of a concept that would not extend well to discuss some other minority group. In the course of your discussion, pull out and explain a (or several) quote(s) from the reserve reading that contribute to your discussion. Alternative Homework Assignment: The above questions are designed to help you think about some of the topics we will discuss in class and to have you demonstrate your understanding of the theorists. If you are a very good student, are looking for a challenge or something more independent, and have earned a 19 or 20 on at least two previous assignments you may develop a 2-3 page critical reflection/reaction paper. Such a paper must clearly explain/summarize some aspect of the theory at hand and then develop a response that evaluates the strengths and weaknesses of the theory discussed. As with the assignments above, writing, clarity, development of your argument, and use of the text and reserve reading count. This just offers you more flexibility to choose what you would like to explain and respond to, rather than the directive questions above. If you choose this option, please make clear that you are doing the alternative assignment through your title or header. Submitted by Shippensburg University of Pennsylvania. This syllabus was created by Dr Allison Carey (Shippensburg University Department of Sociology/Anthropology) in Fall 2022. The grant that funded library acquisition of the course textbook as an eBook was provided by the Pennsylvania Grants of Open and Affordable Learning program, Grant #75. This work is licensed with a Creative Commons Attribution Non-Commercial, Share Alike license. 7  ...