Grant Shoffstall

Department of Sociology
Illinois Wesleyan University
Office Hours: T-Th., 10:30-12:30
CLA 215
gshoffst@iwu.edu
SOC 101: Introduction to Sociology
Tuesday and Thursday, 2:35-3:50, SFH 202
Fall 2013
The aim of this course is to provide undergraduate students with an introduction to key sociological
concepts, theories, methodologies, subfields, and applications. By way of lecture, course readings,
group discussions, videos, and written assignments, you will develop an understanding of how social
structures give shape to your interests, choices, values, and behaviors. You will learn what it means
to think and see sociologically, and how this differs from other ways of understanding the shape
of world and your place in it. Specifically, you will come to understand, as C. Wright Mills did, that
the sociological imagination grasps the interplay of biography and history, and that it works with
the tensive distinction between the personal troubles of milieu and the public issues of social
structure.
Throughout the course of the semester, we will focus on several primary substantive areas:
sociological theory, methods of social research, culture, structure, socialization, stratification and
inequality, race, ethnicity and gender, deviance and social control. By the end of the course, you will
be prepared to pursue further study in the discipline of sociology and other social sciences.
Required Course Reader
The course reader is available for purchase at the usual places on campus. You may additionally be
able to purchase it online for much less.

McIntyre, Lisa, J. 2011. The Practical Skeptic: Readings in Sociology (Fifth Edition). New York:
McGraw-Hill.

All other required readings (journal articles, essays, and book chapters listed below) will be available
as PDF files on the course website. I encourage you to print the readings and organize them in a
binder or folder you can bring to class meetings.
Contemporary Social Institutions
This course satisfies the requirements of the Contemporary Social Institutions module of the IWU
General Education Program.
Shared Responsibilities
Both you and I share responsibility in making this course a success. I believe that my primary
responsibility is to set high expectations and equip you to meet these expectations. In short, I will challenge you
to think critically and produce your best work this semester.
You should expect me to come prepared to class, share information with you in a clear manner, direct
you to the resources that will help you successfully complete each element of the course, provide
you with opportunities to meet outside of class, ensure that the classroom is a place where we are

free to respectfully acknowledge and express our differences, answer your questions, stimulate
creative thought, facilitate discussions, evaluate your progress, provide useful feedback, and return
your work in a timely manner.
It is your responsibility to come prepared to class, ask questions, participate in class discussions, think
critically, be respectful of others in the classroom and myself, and complete your assignments on
time. To maximize your learning, I expect that you will have the reading completed before class, you
will attend class, and you will talk with me when you are having difficulty meeting your
responsibilities. Lastly, I value your comments regarding the development of this course. If you are
particularly pleased or dissatisfied with some aspect of our class, I encourage you to speak with me.
Class Structure
Our course will include a combination of lecture, discussion, group activities, and occasional videos.
I believe we have much to learn from each other and I plan to provide frequent opportunities for
class discussion and debate. Because we will cover a variety of topics that may challenge our
currently held assumptions, it is essential that we respect and listen to each other at all times. The diversity of
opinions and interests that each of you brings to the classroom are an important asset in
understanding society from a variety of perspectives. Disrespect toward a fellow student or me is
not acceptable.1
Assignments and Grading
Your grade will be determined by how well you perform across the five (5) graded dimensions of
the course:
(1) Midterm examination (25%)
(2) One (1) 5-7 pg. Final course research paper (20%)
(3) Two (2) 2-3 pg. Film reaction papers (30% [15% each])
(4) Recap discussions and write-ups (15%)
(5) Final course research presentation (10%)
Grading Distribution
93-100%
90-92%
87-89%
83-86%
82-80%
77-79%

A
AB+
B
BC+

73-76%
70-72%
67-69%
63-66%
60-62%
59% or lower

C
CD+
D
DF

NOTE: I will round percentages ending in .5 or higher up to the nearest whole number, and round
percentages ending in .4 or lower down to the nearest whole number.

NOTE: For every day a written assignment is late your grade for that assignment will

automatically be lowered an entire letter grade (i.e. 1 Day = B; 2 Days = C; 3 Days = D).
Assignments more than three (3) days late will not be accepted and will be given the grade of F.
For students presenting legitimate excuses exceptions will be made on a case-by-case basis.
1

Portions of the above adapted from Shawn M. Wick, University of Minnesota-Twin Cities.

NOTE: Unless otherwise specified, assignments submitted via email will NOT be accepted.
Final Course Research Paper (Due in class on Thursday, December 6, 2012)
This assignment requires you to interpret a social problem, event, happening, or issue from a
sociological perspective. Directions for this assignment are as follows:
1. Select a topic of interest to you. It can be broad (e.g. unemployment) or specific (e.g. Tea
Party protests in McLean County).
2. Find 3-5 articles about your topic from the popular press (e.g. newspapers, magazines, web
pages, etc.).
3. Write a brief review/synthesis of your articles with the following questions in mind: Do
these accounts and explanations of Topic X suggest that the authors possess an
understanding of what Mills termed sociological imagination? How so?
4. Select one of the following theoretical perspectives: functionalism, symbolic
interactionism/social constructionism, or conflict theory. Offer an interpretation of your
topic from this perspective.
5. Conclude your paper by comparing and contrasting your sociological account to those
accounts you reviewed. In what ways are the accounts similar? In what ways are they
different?
6. Make sure to include proper citations and a bibliography.
Final Course Research Presentations
More detailed instructions on the mechanics of presentation will be provided as the semester
commences. For now it will suffice to say this: You dont know something until you teach it! With that
said, during the last week of class you will be required to present, i.e. teach the topic of your final
course research paper to the class.
Film Reaction Papers
Specific guidelines and prompts for these assignments will be provided later in the semester. For
now simply note that we will be viewing two full-length documentary films (see below), both which
you will be required to write about.
Midterm Examination
The midterm examination for this course is on Thursday, October 17. Make-ups will only be given
for exceptional circumstances. In the event that you are unable to take the exam on the scheduled
date, you must let me know prior to the exam. Please call Ms. Patra Noonan, the Soc. Dept. Office
Coordinator (309-556-3430), and leave a message.

NOTE: Missing an examination due to family reunions, vacations, etc., are not acceptable reasons.
Recap Discussions and Write-Ups
For the first 25-30 minutes of class every Tuesday, a group of people will be responsible for
providing the class with a selective thematic summary of key items covered during the previous
week: readings, lecture, and discussion, etc. Each participant in a given weeks recap session will also
be required to prepare a written summary (approx. 500 words) reflecting that portion of the
discussion for which s/he is responsible. (See sign-up sheet.) Recap discussions and write-ups will
count for 15% of your grade overall.
3

Classroom Etiquette
While it probably isnt immediately apparent to you now, many of the issues well be taking up and
attempting to work through in this course are somewhat sensitive, even controversial. All of us,
myself especially, need to make a concerted effort to be aware of this, and do our best to help create
and maintain a safe classroom space in which to have lively but considerate discussions about
sociology. Now this doesnt mean that youll be expected to walk on eggshells when confronted
with points of view or assertions that dont resonate with your own or even manage to provoke you
(be they my own, your classmates, or those of the authors well be reading). In my view such an
approach is highly counterproductive in a university setting, in which students, or so I believe,
should be encouraged to engage and pursue their anxieties and disagreements actively and vocally. I
encourageindeed, I expectyou to voice your respective positions, agreements, disagreements, and
so forth, but without attacking or silencing other students. Speak your mind, dissent even, but please do so
with a strong dose of humility.
A classroom climate conducive to the overall aims of the course can be fostered by minimizing
distractions for those trying to think and learn:

Punctuality. If you arrive late please enter quietly and take a seat in the row nearest the
door.

Dont wear headphones or earphones and dont listen to portable devices in the
classroom.

Dont use a notebook computer during lecture.

Dont talk or text on your cell phone when you are in the classroom.

Only one person speaks at a time during discussions; no side conversations.

Wait until class has been dismissed before packing up.

Cell Phones
Cell phones present an annoying disruption in class and a distraction from course activities. You may
not talk or text on a cell phone in the classroom for any reason. Once you enter the classroom, put your cell
phone away where it is out of sight. Turn off any audible alarms. Anyone using a cell phone or
texting during class will receive a 10-point deduction from their final grade.
Recording Devices
The use of audio-visual recording devices of any kind (camera, tape recorder, etc.) are not allowed
without the instructor's permission.
Attendance
I do not take attendance. However, attending class is absolutely vital to your success in this course.
Not coming to class will put you at an extreme disadvantage. If you miss a class, please ask a friend
to share notes with you. I do not summarize lectures or class content for people who miss class.

Academic Integrity
Acts of cheating and/or plagiarizing in this course are in breach of the standards of academic
integrity as set forth in the IWU Student Handbook. Academic integrity means being honest about
your intellectual work. In the context of this course, academic integrity means you assert that the
written assignments submitted for the course are products of your intellectual effort and not the work
of someone else (be it that of a published academic, a fellow student, or the course instructors
lectures). Infractions of academic integrity are taken very seriously by the Department of Sociology
and can result in severe consequences. If you are unsure of what constitutes an infraction of
academic integrity at IWU, I urge you to visit and familiarize yourself with the relevant dimensions
of the IWU Student Handbook at (http://www.iwu.edu/judicial/handbook/).

NOTE: Ignorance of IWU regulations is not a defense in cases of infringement of the rules of
academic integrity.

Special Accommodations
Illinois Wesleyan University is committed to compliance with Section 304 of the Rehabilitation act
of 1973. This legislation mandates in general that no otherwise qualified disabled individual in the
United States shall be excluded from participation in, be denied benefits of, or be subjected to
discrimination under any program or activity receiving federal financial assistance solely by reason
of being disabled. Students in need of special consideration because of any sort of disability should
be registered with the Illinois Wesleyan Disability Service. Registered students should make an
appointment to see the instructor and/or a member of the appropriate Deans office staff. If this
statement applies to you, please make the instructor immediately aware of any and all necessary
special considerations.
Topical Outline and Weekly Reading Assignments
The following is a topical outline and tentative schedule with the assigned readings for the
courselet this serve as a guide for planning your reading and writing. Changes, if and when
necessary, are the prerogative of the instructor and will be announced. Unless otherwise specified,
the instructor will use 1/2 to 2/3 of every class period to provide a thematic summary and
conceptual overview of the readings assigned for a given day, speaking to reading prompts and
questions in so doing. The remaining time will then be devoted to a film or a guided class
discussion in light of the instructors overview, entertaining any questions, concerns or criticisms
students would like to voice.
Week 1: Course Introduction and Overview
Tuesday, August 27:
Course Syllabus
Thursday, August 29:
Lisa McIntyre, Ch. 1 (Responding to Chaos: A Brief History of Sociology), see
course webpage for PDF.

Week 2: Reality in 3-D: Society, History, Biography

Tuesday, September 3Thursday, September 5:
McIntyre, Ch. 1 (Mills, The Promise).
McIntyre, Ch. 2 (Coontz, How Sociology and History Can Help Todays Families).
McIntyre, Ch. 3 (McIntyre, Hernando Washington).
Week 3: Ways of Seeing Society
Tuesday, September 10Thursday, September 12:
David K. Brown, Ch. 1 (Individuality, Society, and Identity), see course webpage for
PDF.
Week 4: The Individual, Culture, and Society
Tuesday, September 17Thursday, September 19:
McIntyre, Ch. 9 (Miner, Body Rituals Among the Nacirema).
McIntyre, Ch. 8 (Kluckholn, Queer Customs).
McIntyre, Ch. 10 (Laz, Act Your Age).
McIntyre, Ch. 12 (Anderson, Code of the Streets).
McIntyre, Ch. 14 (Goffman, The Presentation of Self in Everyday Life).
Weeks 5 and 6: Sociological Theories
Tuesday, September 24:
Lisa McIntyre, Ch. 3 (Science and Fuzzy Objects: Specialization in Sociology), see
course webpage for PDF.
David K. Brown, Ch. 2 (Social Theories: Their Interplay and Contradictions), see
course webpage for PDF.
Pp. 45-50, The Nature and Relevance of Social Theories.
Pp. 50-59, Rational Choice Theories: Individuals Pursuing Interests.
Thursday, September 26:
David K. Brown, Ch. 2 (Social Theories: Their Interplay and Contradictions.)
Pp. 59-64, Functional Theories: Harmony and Necessary Differences in
Social Organization.
Tuesday, October 1:
David K. Brown, Ch. 2 (Social Theories: Their Interplay and Contradictions.)
Pp. 64-75, Symbolic Interactionist and Social Constructionist Theories:
Interaction, Meaning, and Everyday Life.
6

Thursday, October 3:
David K. Brown, Ch. 2 (Social Theories: Their Interplay and Contradictions.)
Pp. 75-95, Conflict Theories: Arenas of Power and Inequality.
Week 7:
Tuesday October 8:
Bring outline of course Research Paper to Class
Thursday October 10:
No Class: Society for Social Studies of Science Meetings (4S), San Diego, CA
Week 8: Midterm
Tuesday, October 15:
Midterm Review, Open Q and A
Thursday, October 17:
Midterm Examination
Week 9: Socialization and Deviance
Tuesday, October 22Thursday, October 24:
McIntyre, Ch. 7 (Meyer, If Hitler asked You to Electrocute a Stanger, Would You?
Probably).
McIntyre, Ch. 16 (Zimbardo, The Pathology of Imprisonment).
McIntyre, Ch. 23 (Schmid and Jones, Suspended Identity: Identity Transformation
in a Maximum Security Prison).
McIntyre, Ch. 24 (Zimmer, How Women Reshape the Prison Guard Role).
McIntyre, Ch. 28 (Rosenhan, On Being Sane in Insane Places).
Week 10: Social Stratification
Tuesday, October 29Thursday, October 31:
McIntyre, Ch. 32 (Loewen, The Land of Opportunity).
McIntyre, Ch. 33 (Ehrenreich, Nickel and Dimed).
McIntyre, Ch. 34 (Newman and Lennon, The Job Ghetto).
Claude S. Fischer et. al., Why Inequality? (See course website for PDF)

Week 11: Sociology at the Movies

Tuesday, November 5:
In-class film: People Like Us: Social Class in America
Tuesday, November 7:
Film Reaction Paper I due, in class discussion
Week 12: Race and Gender
Tuesday, November 12Thursday, November 14:
McIntyre, Ch. 19 (Motloch, The Restroom and Equal Opportunity.
McIntyre, Ch. 35 (Feagin, Racism).
McIntyre, Ch. 36 (Harlow, Race Doesnt Matter, But).
McIntyre, Ch. 37 (Kelly, Confessions of a Nice Negro, or Why I Shaved My Head).
McIntyre, Ch. 18 (Adams and Bettis, Commanding the Room in Shorts: Cheering as
the Embodiment of Ideal Girlhood).
McIntyre, Ch. 29 (Armstrong, Hamilton, and Sweeny, Sexual Assault on Campus: A
Multilevel, Integrative Approach to Party Rape).
Week 13: Sociology at the Movies II
Tuesday, November 19:
In-class film: Race: The Power of an Illusion
Thursday, November 21:
Film Reaction Paper II due, in class discussion
Week 14: Thanksgiving Holiday
Tuesday, November 26Thursday, November 28:
No Class!
Week 15: Presentations
Tuesday, December 3:
Presentation of course research projects
Tuesday, December 6:
Final course research papers due
8