SOCIAL PROBLEMS  SOC 102  Fall 2010

Tuesday & Thursday 12:30-1:50pm  HBC Kittredge Auditorium

Don C. Sawyer III

Department of Sociology
Phone: 315-443-4282  E-Mail: dsawye01@syr.edu
Office Hours: By appointment  Office: 203 Bowne Hall (CGPA Suite)

“Good Morning, this ain't Vietnam still

People lose hands, legs, and arms for real
Little was known of Sierra Leone and
How it connect to the diamonds we own
When I speak of Diamonds in this song
I ain't talkin bout the ones that be glowin
I'm talkin bout Rocafella, my home, my chain
These ain't conflict diamonds, is they Jacob?
Don't lie to me man
See, a part of me sayin' keep shinin',
How? When I know of the blood diamonds
Though it's thousands of miles away
Sierra Leone connect to what we go through today
Over here, its a drug trade, we die from drugs
Over there, they die from what we buy from drugs
The diamonds, the chains, the bracelets, the charmsez
I thought my Jesus piece was so harmless
'til I seen a picture of a shorty armless
And here's the conflict
It's in a black person's soul to rock that gold
Spend ya whole life tryna get that ice
On a polo rugby it look so nice
How could somethin' so wrong make me feel so right, right?
'fore I beat myself up like Ike
You could still throw ya Rocafella diamond tonight…”

-Kanye West, “Diamonds from Sierra Leone”

 SOCIAL PROBLEMS  SOC 102
“We believe that social problems should be the concern of everyone in society, not just social
scientists and politicians. Sociology should give students the vocabulary, the theory, and the
critical thinking skills to understand and explain not only social problems in general, but also
their own life situations and circumstances in particular. This is a reflexive sociology because it
concerns social problems. By reflexive, we mean that the sociological study of social problems
should reflect a concern for how people are impacted by social problems. The true gift of
sociology is that it helps us to see the “small picture” by assisting in our understanding of how
social problems have impacted our life experiences thus far and our future life chances.” -Joel
M. Charon and Lee Garth Vigilant

COURSE DESCRIPTION: This course provides an overview of sociology as a discipline, including a

focus on sociological concepts, methods and perspectives. The main focus of this course is for
students to critically examine social problems present in society. We will examine these issues
mainly in a U.S. context however we will also delve into a global analysis of social problems.
This course should enable you to view society and the world in a new way…a sociological way.
During one semester, it will be impossible for us to “go deep” with every social issue, however
in our time together we will be guided by four main themes: Problems of Social Inequality,
Problems of Deviance, Conformity and Well-Being, Problems of Social Institutions, and Global
Problems. In addition to a traditional text/reader, a great deal of our discussion and analysis
will include non-traditional forms such as music, art and film.

REQUIRED TEXTS:
 Charon, Joel M. and Lee Garth Vigilant “Social Problems Reading with Four Questions.”
Third Edition. Wadsworth (4Q)
 Additional readings will be announced and placed on the Blackboard site (BB)

COURSE OBJECTIVES:
 To introduce and reacquaint students with concepts, theories, and methods used in
sociology to analyze society.
 To create an awareness of sociological thought.
 To enable students to identify and examine sociologically relevant problems and issues.
 To encourage critical thinking and writing skills, demonstrating the students’ ability to
understand and analyze social issues.
 To enhance students’ understanding and appreciation of the complexity of social life.

QUESTIONS TO CONSIDER WHILE READING:

 What is the author’s main point or argument?
 What theories and research methods does the author use to demonstrate their point?
 What are the strengths and weaknesses of the argument?
 How does this reading contribute to your understanding of sociology and social
problems?
COURSE REQUIREMENTS:

Class Participation & Attendance: ATTENDANCE IS MANDATORY! Frequent absences may

result in the lowering of your course grade. Students are expected to attend all classes, to read,
view and listen to all material for class, and to be prepared to discuss, analyze, and critique
materials. If you need to miss class, notify the instructor before class. I may periodically ask
students to write responses to the reading at the beginning of the class period, or answer the
questions outlined at the end of the chapters. These responses will not be announced prior to
the day of the class. These are designed to test your knowledge of the reading materials and to
demonstrate your preparedness for class. (10%)

Exams: There will be two in-class exams during the semester (mid-term & final). The exams will
consist of multiple-choice questions and will cover material from readings, lecture discussions
and film viewings. There are no make-up exams given. If you have a very special circumstance
very serious illness or accident, death in your immediate family, etc., contact me as soon as
possible. (50%)

Group Professor Session (GPS): Each student (as a member of a group) will have the
opportunity to lead a segment of class discussion based on your group’s assigned social
problem. You will be assigned a particular social problem and you will analyze it sociologically,
utilizing the various theoretical perspectives discussed in class. You will define and describe the
social problem that you are assigned and discuss any direct/indirect causes associated with the
problem. You will analyze the problem from at least two different theoretical perspectives. The
group must choose a case study that illustrates the social problem locally, nationally or
internationally. You should develop a plan for addressing this social problem. Finally you will
present your plan to the class, suggesting one concrete policy option to solve the problem.

On the day of the presentation, each student must submit individual research “write-ups” for
the presentation (2-3 typed double-spaced pages). These notes should detail your individual
contribution to the group presentation; you should also provide documentation of the point of
view you pursued in the presentation. You should account for the choices in the presentation
and offer some context for the presentation from your point of view as one of the discussion
leaders. (20%)

Spark Sheets: Students are responsible for completing five reactions papers (spark sheets). You
will react/respond in written form to selected assigned class readings five times during the
semester. You are expected to demonstrate that you understand the main points of the
readings and can relate the material to class discussions. These written spark sheets should be
typed, one- page, single-spaced, in 12 point, Times New Roman font. One paragraph should
summarize the readings and the other should be your reaction. It is imperative that students
keep up with the readings and pay attention during class in order to be informed enough to
complete the assignment. These assignments will be due at the beginning of class on the day
indicated and late spark sheets will not be accepted. (10%)

Fieldwork: We will put learning into practice through a field exercise that will allow you to use
your sociological imagination as a participant observer. We will use this activity for discussion
and interpretation. You will hand in a formal report of your field observations. (10%)
All headings on written assignments must include the following: student’s full name, course
title, a short title, and the date submitted.

GRADING:

Grading will be based on a total of 100 percentage points. Each assignment for this course has
a specific percentage value. At the end of the semester I will use your accumulated percentage
for your course grade.

94-100 = A 80-83 = B- 65-69 = D

90-93 = A- 76-79 = C+ 64-00 = F

87-89 = B+ 73-75 = C

84-86 = B 70-72 = C-

What you can expect from the instructor:

 I will make every effort to be present at the start of class and prepared to present the
material for the day. In case of emergency, I will arrange for a substitute or I will contact
the main office as soon as possible and ask them to post a message on the classroom
door informing the class of my absence.
 I will grade as fairly and objectively as possible using the criteria given.
 I will attempt to present the material in an engaging and thorough manner.

NOTE: There may be language within this course (music, films, readings, etc.) that
some people could find objectionable. However, the issues discussed within
these materials are important enough to the culture of the course to warrant
the use of these materials.

CLASSROOM EXPECTATIONS:

 Cell phones, iPods or other electronic devices should be turned OFF during class.
Laptops may be used (without sound) to take notes in class. Programs such as Instant
Messenger, Facebook, MySpace, etc. should NOT be used during class time. I appreciate
your attention during class and your efforts not to disturb your fellow students.
 Please come to class with an open mind and be prepared to engage in discussion and
respectful debate with your classmates. Be respectful when expressing your opinions
and look forward to learning from one another.
 Email is the best way to contact me. If you need to meet, please set up an appointment
with me.
 If you have any concerns about the course, assignments, grades, etc., please contact me
at your earliest convenience. Do not wait until it is too late to address them.
ADDITIONAL INFORMATION

Academic Integrity:

“At Syracuse University, academic integrity is expected of every community member in all
endeavors...Academic integrity is violated by any dishonest act, which is committed in an
academic context, including, but not limited to plagiarism. Plagiarism is the representation of
another’s words, ideas, programs, formulae, opinions, or other products of work as one’s own,
either overtly or by failing to attribute them to their true source” (Section 1.0, University Rules
and Regulations). Therefore, it is important that you do your own work. You need to provide
proper citations for material that you quote directly or paraphrase extensively from. Failure to
do so constitutes plagiarism.

Accommodation:

Federal law (Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities
Act of 1990) established the rights of individuals with disabilities. Syracuse University is
committed to compliance with all applicable federal laws and regulations regarding reasonable
accommodation needed to provide equal opportunity to qualified individuals with disabilities.
Final determination as to the appropriateness of an accommodation to the University setting is
evaluated on a case-by-case basis. In accordance with federal and state regulations disability
related information will be treated in a confidential manner. If you are physically challenged, or
if you have specific learning needs, please see me by the end of the second week of class.
Students who have specific needs are strongly encouraged to disclose them to the University by
contacting the Office of Disability Services (ODS) at 443-4498.

COURSE SCHEDULE
(This schedule is not written in stone and may be subject to change. You will be notified of any changes
in advance.)

Week One

Tuesday, August 31: Introductions, Discussion of Syllabus, Readings and Requirements

 Our Social Location, Our Baggage, and What We Know

Thursday, September 2: Studying and Understanding Social Problems

 The Forest, For the Trees (BB)
 The Promise (BB)
 Theoretical Perspectives in Sociology (In Class)

Week Two: Poverty and Wealth

Tuesday, September 7
-Budgeting Simulation
 An Introduction to the Study of Social Problems (4Q)
 Poverty in the United States (4Q)
Thursday, September 9
 Video: Mardi Gras Made in China
 Why Are People Poor in America? (4Q)

Week Three: Gender and Gender Inequality

Tuesday, September 14 ***SPARK SHEET #1 DUE***

 Socialization Into Gender (4Q)

 Sexual Violence Against Women and Girls (4Q)

Thursday, September 16
 Video: Killing Us Softly

Week Four: Racial and Ethnic Inequality

Tuesday, September 21 ***SPARK SHEET #2 DUE***

 Racial Formation in the United States (BB)
 Laissez-Faire Racism (4Q)

Thursday, September 23 ***GPS: Team Race & Ethnicity***

 Facing up to Race (4Q)
 Video: The Chappelle Show

Week Five: Crime, Violence, and Criminal “Justice”

Tuesday, September 28 ***GPS: Team Crime & Justice***

 Violence and the Inner-City Code (4Q)
 Thinking About Crime (4Q)

Thursday, September 30
 White-Collar Crime (4Q)

Week Six: Sexuality

Tuesday, October 5
 Sexualities (BB)

Thursday, October 7
 Learning from Drag Queens (BB)
 Film: The Butch Factor or Live Nude Girls Unite

Week Seven: Health and Health Care

***GPS: Team Health Care***
Tuesday, October 12 ***SPARK SHEET #3 DUE***
 The Cultural Revolution in Healthcare (4Q)
 Protection of the Least Well-Off (4Q)
Thursday, October 14
 Video: SICKO
 Social Policy in Health Care (4Q)

Week Eight: Drugs

Tuesday, October 19
 MIDTERM EXAM

Thursday, October 21
 Three Fatal Flaws in the War on Drugs (4Q)
 Video: The Union

Week Nine: The Environment

Tuesday, October 26 ***GPS: Team Environment***

 Three Views of the Future (4Q)
 A Very Special Moment (4Q)

Thursday, October 28
 Ecology for the Money (4Q)
 Video: The 11th Hour

Week Ten: Education

Tuesday, November 2 ***SPARK SHEET #4 DUE***

 What No School Can Do (4Q)
 The Shame of the Nation (4Q)
 Video: The Lottery and/or Waiting for Superman

Thursday, November 4 ***GPS: Team Education***

 The College Dropout Boom (4Q)
 The Social Roots of School Shootings (4Q)
 Video: Chris Rock and/or Bowling for Columbine

Week Eleven: The Economy

Tuesday, November 9 ***GPS: Team Economy***

 Globalization and the Race to the Bottom (4Q)
 The Vanishing Middle Class (4Q)

Thursday, November 11
 TBD

Week Twelve: Urban Life

Tuesday, November 16 ***SPARK SHEET #5 DUE***
 From Institutional to Jobless Ghettos (4Q)
Thursday, November 18 ***GPS: Team Urban Life***
 Fences and Neighbors: Segregation in 21 Century America (4Q)
st

Week Thirteen: Family

Tuesday, November 23
 Divorce in Perspective (4Q)
 What’s Wrong with Child Care in America (4Q)

Thursday, November 25
 NO CLASS- THANKSGIVING
 Family Ritual Analysis/Fieldwork (due on November 30)

Week Fourteen: War and Terrorism

Tuesday, November 30 ***FIELDWORK DUE***

 The Origins of Group Violence (4Q)
 Terrorism and the Politics of Fear (4Q)

Thursday, December 2 ***GPS: Team War & Terror***

 The Global Rise of Religious Violence (4Q)
 White Male Militia (4Q)

Week Fifteen: What Can We Do?

Tuesday, December 7
 The Forest, For the Trees (BB)
 What Can We Do? Becoming Part of the Solution (BB)

Thursday, December 9
 FINAL EXAM

“Ultimately, the world is so deeply interconnected that we simply can’t ignore this fact. We all have to work
towards social – and environmental change – if we are to save ourselves and leave a better world for our
children. The problem is that most people don’t realize how necessary social change is. This lack of
understanding about how critical social change is and how it affects us all – is one of the roots of why people
are so reluctant to change. If we all realized how deeply improving the world and the lives of others improves
our own lives and the lives of our children, we would all be taking more action to change the world.”
– Akhila Kolisetty